By Associate Professor Meghan Stacey

Book Chapters

McGrath-Champ S; Wilson R; Gavin M; Stacey M; Parding K; Fitzgerald S, 2026, 'Teachers' work in a polycrisis', in The Routledge International Handbook of Schooling in Times of Crisis, Taylor & Francis, pp. 203 - 214, http://dx.doi.org/10.4324/9781003543008-18

Mcgrath-Champ S; Wilson R; Gavin M; Stacey M; Parding K; Fitzgerald S, 2026, 'Teachers’ work in a polycrisis: Teacher workload and COVID-19', in Routledge International Handbook of Schooling in Times of Crisis, pp. 203 - 214, http://dx.doi.org/10.4324/9781003543008-18

Hogan A; Thompson G; Stacey M; Mockler N; Creagh S, 2026, 'Cascading into Time Poverty: Temporal Governance and Its Impact on Teachers’ Work', in Education and the Politics of Time, https://link.springer.com/chapter/10.1007/978-3-032-09590-9_9

Parding K; McGrath-Champ S; Stacey M; Fitzgerald S; Gavin M; Wilson R, 2025, 'Space, place and the sociology of professions: blanketing and differentiating effects in teachers’ work', in Research Handbook on the Sociology of the Professions, pp. 91 - 104, http://dx.doi.org/10.4337/9781035323081.00014

Stacey M; Gavin M; Wilson R; McGrath-Champ S; Fitzgerald S, 2025, 'Shades of precarity: understanding labour market segmentation in teaching and its implications for system and school leadership', in Casualisation, the gig economy, and piecework in education: dilemmas for leaders in times of increasing precarity, pp. 39 - 57

Stacey M; Mashayekh S, 2025, 'Teachers’ Views on the Marketisation of Religiously-Affiliated Schools: from ‘Permeation’to ‘Toleration’and Implications for Equity', in Religion in Modern Education, pp. 101 - 122, https://brill.com/edcollchap/book/9789004756021/BP000018.xml

Stacey M, 2024, 'Deficit discourses and teachers’ work: the case of an early career teacher in a remote Indigenous school', in Critical Studies and the International Field of Indigenous Education Research, Routledge

Stacey M; Mockler N, 2024, 'Analysing education policy: an introduction', in Stacey M; Mockler N (ed.), Analysing Education Policy: Theory and Method, Routledge, London, http://dx.doi.org/10.4324/9781003353379-2

Stacey M; Mockler N, 2024, 'Analysing education policy: now and into the future', in Stacey M; Mockler N (ed.), Analysing Education Policy: Theory and Method, Routledge, London, http://dx.doi.org/10.4324/9781003353379-21

Mockler N; Stacey M, 2024, 'Document and text analysis in critical education policy studies', in Stacey M; Mockler N (ed.), Analysing education policy: theory and method, Routledge, London, http://dx.doi.org/10.4324/9781003353379-4

Stacey M; Mockler N, 2024, 'Participant analysis in critical education policy studies', in Stacey M; Mockler N (ed.), Analysing Education Policy: Theory and Method, Routledge, London, http://dx.doi.org/10.4324/9781003353379-12

Stacey M; Creagh S; Mockler N; Hogan A; Thompson G, 2024, 'The time poor teacher: Understanding the intensity of decision‑making', in Teaching and time poverty, pp. 179 - 196, http://dx.doi.org/10.4324/9781003457527-12

Stacey M; Fitzgerald S; Wilson R; McGrath-Champ S; Gavin M, 2023, 'Teachers, fixed-term contracts and school leadership: toeing the line and jumping through hoops', in Educational Leadership and Policy in a Time of Precarity, Routledge, pp. 54 - 68, http://dx.doi.org/10.4324/9781003451617-5

Mills M; Mockler N; Stacey M; Taylor B, 2023, 'Introduction', in ‘The Village and the World’, Routledge, pp. 1 - 6, http://dx.doi.org/10.4324/9781003380306-1

Mills M; Mockler N; Stacey M; Taylor B, 2023, 'Teachers' orientations to educational research and data in England and Australia: implications for teacher professionalism', in ‘The Village and the World’, Routledge, pp. 77 - 98, http://dx.doi.org/10.4324/9781003380306-6

Stacey M; Mockler N, 2023, 'Purposes of education: freedom of the individual or ‘collective good’?', in Policy Foundations of Education, Bloomsbury, pp. 33 - 58

Mockler N; Stacey M, 2022, 'Teachers' work amid global education reform: “the greatest challenge”?', in International Encyclopedia of Education Fourth Edition, pp. 29 - 38, http://dx.doi.org/10.1016/B978-0-12-818630-5.04015-X

Gavin M; McGrath-Champ S; Wilson R; Fitzgerald S; Stacey M, 2021, 'Teacher workload in Australia: National reports of intensification and its threats to democracy', in Riddle S; Heffernan A; Bright D (ed.), New Perspectives on Education for Democracy: Creative Responses to Local and Global Challenges, Routledge, London, pp. 110 - 123, http://dx.doi.org/10.4324/9781003145806

McGrath-Champ S; Gavin M; Stacey M, 2020, 'Strategy and policy: the 'professionalisation' of teaching and the work of an Australian teachers' union', in Lansbury RD; Johnson A; van den Broek D (ed.), Contemporary issues in work and organisations: actors and institutions, Routledge, Abingdon, pp. 110 - 126, http://dx.doi.org/10.4324/9780429439919

McGrath-Champ S; Gavin M; Stacey M, 2019, 'Strategy and policy', in Contemporary Issues in Work and Organisations, Taylor & Francis, pp. 110 - 126, http://dx.doi.org/10.4324/9780429439919-12

Hayes D; Stacey M, 2018, 'Ethnographies in education: Misunderstandings and new developments', in Gannon S; Hattam R; Sawyer W (ed.), Resisting Educational Inequality Reframing Policy and Practice in Schools Serving Vulnerable Communities, pp. 203 - 213

Forsey M; Proctor H; Stacey M, 2017, 'A most poisonous debate: Legitimizing support for Australian private schools', in Koinzer T; Nikolai R; Waldow F (ed.), Private Schools and School Choice in Compulsory Education Global Change and National Challenge, Springer, pp. 49 - 66

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