Natasha Penelope Wardman


Job titleLecturer (Education Studies)
Research instituteSchool of Education
Faculty of Education and Arts

Research outputs

Drawing on creative arts therapy approaches to enhance inclusive school cultures and student wellbeing
Shelley Hannigan, Christine Grima-Farrell and Natasha Wardman. (2019). Drawing on creative arts therapy approaches to enhance inclusive school cultures and student wellbeing. Issues in Educational Research. 29(3), pp. 756-773.

Journal article

Humour or humiliation? When classroom banter becomes irresponsible sledging in upper-primary school contexts
Wardman, Natasha Penelope. (2020). Humour or humiliation? When classroom banter becomes irresponsible sledging in upper-primary school contexts. Discourse : Studies in the Cultural politics of education. 42(3), pp. 394-407. https://doi.org/10.1080/01596306.2019.1707777

Journal article

`So you can't blame us then?': Gendered discourses of masculine irresponsibility as biologically determined and peer-pressured in upper-primary school contexts
Wardman, Natasha. (2017). `So you can't blame us then?': Gendered discourses of masculine irresponsibility as biologically determined and peer-pressured in upper-primary school contexts. Gender and Education. 29(6), pp. 796 - 812. https://doi.org/10.1080/09540253.2016.1166178

Journal article

'Productive' and 'disciplined' students for the 'common good': Globalised discourses of neoliberal and neoconservative responsibility in Australian education policy
Wardman, Natasha Penelope. (2016). 'Productive' and 'disciplined' students for the 'common good': Globalised discourses of neoliberal and neoconservative responsibility in Australian education policy. Global Studies of Childhood. 6(3), pp. 311 - 323. https://doi.org/10.1177/2043610616664810

Journal article

The joy of privilege: Elite private school online promotions and the promise of happiness
Drew, Christopher, Gottschall, Kristina, Wardman, Natasha and Saltmarsh, Sue. (2016). The joy of privilege: Elite private school online promotions and the promise of happiness. In In A. Koh and J. Kenway (Ed.). Elite schools: Multiple geographies of privilege pp. 87 - 100 Routledge. https://doi.org/10.4324/9781315771335

Book chapter

Rules, rights and responsibilities: Becoming 'responsible' students in upper-primary school contexts
Wardman, Natasha Penelope. (2013). Rules, rights and responsibilities: Becoming 'responsible' students in upper-primary school contexts [Thesis]. https://doi.org/10.4226/66/5a9632aac68ac

Thesis

Picturing natural girlhoods: Nature, space and femininity in girls' school promotions
Wardman, Natasha Penelope, Gottschall, Kristina, Drew, Christopher, Hutchesson, Rachael and Saltmarsh, Sue. (2013). Picturing natural girlhoods: Nature, space and femininity in girls' school promotions. Gender and Education. 25(3), pp. 284 - 294. https://doi.org/10.1080/09540253.2012.756857

Journal article

Hard lines and soft scenes: Constituting masculinities in the prospectuses of all-boys elite private schools
Gottschall, Kristina, Wardman, Natasha, Edgeworth, Kathryn, Hutchesson, Rachael and Saltmarsh, Sue. (2010). Hard lines and soft scenes: Constituting masculinities in the prospectuses of all-boys elite private schools. Australian Journal of Education. 54(1), pp. 18 - 30. https://doi.org/10.1177/000494411005400103

Journal article

Ethnomethodology: The Situated Study of Professional Practice
Wardman, Natasha and Saltmarsh, Sue. (2010). Ethnomethodology: The Situated Study of Professional Practice. In Researching Practice: A Discourse on Qualitative Methodologies pp. 227 - 235 Sense Publishers.

Book chapter

Starry eyes and subservient selves: Portraits of 'well-rounded' girlhood in the prospectuses of all-girl elite private schools
Wardman, Natasha, Hutchesson, Rachael, Gottschall, Kristina, Drew, Christopher and Saltmarsh, Sue. (2010). Starry eyes and subservient selves: Portraits of 'well-rounded' girlhood in the prospectuses of all-girl elite private schools. Australian Journal of Education. 54(3), pp. 249 - 261. https://doi.org/10.1177/000494411005400303

Journal article

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