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Teaching commitmentBiographyGraham Parr began his teaching career as an itinerant French horn tutor in secondary schools across Melbourne, in between performing and recording with the Melbourne Symphony Orchestra. From there his interests in teaching and writing drew him away from performing to take in his other passions, English and Literature. He subsequently taught English, literature and drama in Victoria and USA for ten years before joining the Department of Learning and Educational Development at the University of Melbourne as a Links to Schools lecturer. In 2003, he took up his present position in the Faculty of Education, Monash University, where he currently lectures in English language and literacy education.
His research interests include: professional learning, professional identity, English curriculum development, literary theory, teacher professional knowledge, and teacher education. In 2007, he completed his PhD, titled Inquiry-based professional learning of English-literature teachers: negotiating dialogic potential. In this project he was investigating literature teachers' personal professional identities and the interrelationship between these identities and teachers' professional learning and professional practices. One particular focus of the project is an investigation into the way inquiry-based learning groups situated within schools, and mediated by a university-based critical friend, can generate rich dialogic professional learning and knowledge. In 2008, he was a joint winner of The AARE Award for Doctoral Research in Education.
Research InterestsProfessional learning, professional identity, critical literacy, literary theory, ICT, professional knowledge, and teacher education.
SupervisionSupervision of research projects includes the following topics:
writing and professional learning
teacher professional learning in different international settings
multiliteracies in professional practice
the effect of standardised testing on professional practice
alternative assessment designs
internationally minded curriculums
motivation in learning
problem-based learning (PBL)
ICT and learning, ICT and English
professional learning in ICT
PublicationsParr, G. (2009, In press). Inquiry-based professional learning: Speaking back to standards-based reforms. Teneriffe: Post-Pressed.
Bellis, N., Parr, G., & Doecke, B. (2009). The making of literature: A continuing conversation. Changing English, 16(2),165-179.
Doecke, B., & Parr, G. (2009). 'Crude thinking' or Reclaiming our story-telling rights. Harold Rosen's essays on narrative. Changing English, 16(1), 63-76.
Parr, G. (2009). Review of Rethinking English in schools. English in Australia, 44(2), 65-69.
Doecke, B., Parr, G., & North, S. (Nov., 2008). Report of the National Mapping of Teacher Professional Learning in Australia Project. Canberra: DEEWR. Available online at http://www.deewr.gov.au/Schooling/QualityTeaching/researchandpublications/Documents/MAPPING_Finalreport.pdf
Parr, G. (2009). Teachers learning through writing - not just writing up what they've learned. In A. Clemans et al. (Eds.) Willing to lead: Leading professional learning (pp. 106-108). Melbourne, VIC: State of Victoria (Department of Education and Early Childhood Development).
Doecke, B., Parr, G., Howie, M. & Moni, K. (Eds.) (2008). English in Australia, 43(3). (Special issue on English and the national curriculum)
Doecke, B., & Parr, G. (2008). Imagining a national English curriculum: connecting with and speaking back to standards-based reforms. Editorial. English in Australia, 43(3), 2-7. (Special issue on English and the national curriculum)
Parr, G. (2008). Writing about learning: learning through writing. In J. Loughran et al. (Eds.) Leading teachers' professional learning: cases of professional dilemmas. Melbourne, VIC: DEECD.
Parr, G. (2007). Writing and practitioner inquiry: thinking relationally. English Teaching: Practice and Critique, 6(3), December 2007, 22-47.
Parr, G. (2007) Inquiry-based professional learning of English-literature teachers: negotiating dialogic potential. Unpublished PhD thesis. Available online through The University of Melbourne Digital Repository at http://repository.unimelb.edu.au/10187/2132
Parr, G., & Bellis, N. (2006). To be strictly educated?: teaching and learning in an age of neo-liberal agendas. English in Australia, 41(1), 7-17.
Parr, G., & Doecke, B. (2006). Pursuing inquiry through dialogic struggle: resisting managerialist ideology. A paper presented at round-table in the Conference for the American Research in Education Association, San Francisco, April 2006.
Bellis, N., & Parr, G. (2005). Responding to the 'Quality Teacher Forum': a professional conversation. Idiom: The Journal of the Victorian Association for the Teaching of English, 41(2), 39-45.
Doecke, B., & Parr, G. (2005). Writing: a common project. In B. Doecke & G. Parr (Eds.), Writing=Learning (pp. 1-16). Kent Town, SA: AATE and Wakefield Press.
Parr, G., & Bellis, N. (2005). Autobiographical inquiry in pre-service and early-career teacher learning: the dialogic possibilities. In B. Doecke & G. Parr (Eds.), Writing=Learning (pp. 19-39). Kent Town, SA: AATE and Wakefield Press.
Parr, G. (2005). Teacher professionalism: pessimism and or possibilities, Proceedings of AARE Conference, Dec. 2004, Melbourne. Available online at http://www.aare.edu.au/04pap/par04676.pdf
Parr, G. (with Mitchell, I. & Berry, A.) (2004). Steering, rowing, or swimming with the tide: tensions in Victorian secondary school education. In J. Loughran & B. Doecke (Eds.) Environmental Scan of Learning and Teaching: A report for the Department of Education and Training, vol. 2, Faculty of Education, Monash University.
Parr, G. (2004). Professional learning, professional knowledge and professional identity: a bleak view, but oh the possibilities.... English Teaching: Practice and Critique, 3(2), September, 21-47. Available online at http://www.tmc.waikato.ac.nz/english/ETPC/
Parr, G. (2004). English teachers' professional learning environments: Impoverishment and possibilities. Idiom: The Journal of the Victorian Association for the Teaching of English, 40(3), 28-36.
Parr, G. (2004). Quality assurance in professional learning, or How to stifle rich professional learning in one easy step, Proceedings of Get Real and All That Spiel: Conference of The Australian Association for the Teaching of English, Sydney, July 2004.
Parr, G., Wilson, J., Godinho, S., & Longaretti, L. (2004). Improving pre-service teacher learning through peer teaching: process, people and product. Mentoring and Teaching: Partnership in Learning, 12(2), August, 287-303.
Mitchell, I., Parr, G., Berry, A., & Mitchell, J. (2004). The Principles of Learning and Teaching (PoLTs): background paper. An article commissioned by the Victorian Department of Education and Training (DE&T). Faculty of Education, Monash University. Accessible at: http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/bgpaper1.pdf
Parr, G. (2003). Teacher professional learning and transgression: inquiry on the boundary. English in Australia, Journal of the Australian Association for the Teaching of English, 138, Spring 2003, 63-79.
Parr, G. (2001). If in a literary hypertext a traveller...: preparing for travel, in C. Durrant & C. Beavis (eds), P(ICT)URES of ENGLISH: teachers, learners and technology (pp. 227-246). Kent Town: Wakefield Press/AATE.
Parr, G. (2000). A culture of critique?: Intellectual and professional tensions for teachers of English and literacy, in STELLA: English in Australia, Journal of the Australian Association for the Teaching of English, 129-130, Dec.- Feb., 151-161.
Parr, G. (2000). Literacy and technology in new times: the how and the why. Idiom: Journal of the Victorian Association for the Teaching of English, 36.2, Oct. 2000, 3-15.
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