Professor Bob Lingard is currently a Professorial Fellow in the Institute for Learning Sciences and Teacher Education. He is also Emeritus Professor at The University of Queensland, a Fellow of the Academy of Social Sciences in Australia and a Fellow of the Academy of Social Sciences in the UK. He has previously worked at the University of Edinburgh, where he held the Andrew Bell Chair of Education, and the University of Sheffield. He is an Adjunct Professor at the University of Glasgow and at the Education University of Hong Kong. He has an international research reputation in the areas of sociology of education and education policy and has published widely in these fields. He has authored/edited 25 books and published more than 150 journal articles and book chapters. Professor Lingard was also the co-director of a government-commissioned research project in Australia that developed the influential concept of ‘productive pedagogies’, which has had policy and practice impact around the globe. He has more than 21,000 Google scholar citations and is on the editorial board of eight international journals, including British Journal of Sociology of Education and International Journal of Inclusive Education.
Professor Lingard has been President of the Australian Association for Research in Education (AARE), President of the Australian College of Educators (ACE), and President of The Sociological Association of Australia (TASA). He has won more than $4.5 million in competitive research grants across Australia, the UK, Canada and Europe. He was also the inaugural Chair of the Queensland Studies Authority (QSA), appointed by the Minister for Education, and was subsequently a member of the Governing Board of the QSA and Chair of its P-12 Curriculum Committee. In 2010, he delivered the prestigious Radford Memorial Lecture; in 2013, he delivered the Jack Keating Memorial Lecture and the Hedley Beare Oration; and in 2018, he delivered the Underwood Lecture at the University of Tasmania. Professor Lingard has also supervised more than 50 PhDs to completion and examined more than 65 PhD theses.
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