Kellie Bousfield is a lecturer in the Faculty of Arts and Education at Charles Sturt University on the Wagga Wagga campus. Upon completion of studies at Macquarie University, Sydney, Kellie commenced work with Charles Sturt University where she has worked in both the School of Education and School of Humanities and Social Science. Kellie has been involved in research relating to the sociology of education, sociology of gender, sociology of family, and sociology of childhood. As a critical, qualitative researcher, Kellie’s research is primarily concerned with social justice issues in contemporary education. Her research aims to promote conversation both inside and outside of academia, able to respond to uncertainties relating to education, parenting, and childhood. Kellie also has a keen interest in the philosophical underpinnings of education.
Kellie serves as Book Review Editor for the international multi-disciplinary journal Rural Society. Kellie also maintains an interest in emerging sociological and educational research. She provides regular peer reviews of academic texts and research literature for several international journals. Kellie is an active member of the Australian Sociological Association (TASA) and the Australian Research Alliance for Children and Youth (ARACY).
Kellie's most recent work includes:
Bousfield, K., & Tinkler, J. (2018). The subversion of educational encounters in the pursuit of excellence: ‘Leftish fads’ and Australia’s print media reporting of NAPLAN, Proceedings of the Sociological Association of Aotearoa New Zealand (SAANZ). Wellington, New Zealand: Victoria University of Wellington.
Bousfield, K., & Ragusa, A. (2018). Compelled to perform: Australian education policy and parenting in an epoch of individualisation, Proceedings of the Australian Sociological Association (TASA), Deakin University, Melbourne, Australia.
Ragusa, A., & Bousfield, K. (2017). It’s not the test, it’s how it’s used! Critical analysis of public response to NAPLAN and My School Senate Inquiry. British Journal of Sociology of Education. DOI 10.1080/01425692.2015.1073100 http://dx.doi.org/10.1080/01425692.2015.1073100