Previous awardees
2023
AARE President Prof Julie Mcleod Presenting the Radford Lecture Award to Professor Mary Lou Rasmussen ANU
Professor Mary Lou Rasmussen Australian National University
Queer Public Pedagogies: Educating the Nation about Gender, Sex and Sexualities.
2022
2021
2020
2019
Professor Peter Renshaw University of Queensland
Feeling for the Anthropocene: Education Futures and the Places of Living Justice
2018
Professor Jo-Anne Reid Charles Sturt University
What's Good Enough? Teacher Education and the Practice Challenge
2017
Professor Margaret Somerville
Education research for the Anthropocene: The (micro) politics of researcher becoming
2016
Professor Jenny Gore
Reconciling educational research traditions
Link to Jenny's article 'Reconciling educational research traditions' published in AER
2015
Professor Barbara Comber
Poverty, place and pedagogy in education: research stories from front-line workers
2014
Professor Terri Seddon
Navigating 21st Century Contexts: Reflections on education and knowledge-authority orders
2013
Professor Jill Blackmore
Cultural and gender politics in Australian education and the 'fragile project' of critical educational research
2012
2011
Professor Lyn Yates
My School, My University, My Country, My World, My Google, Myself ...
2010
2009
2008
2007
2006
Professor Fazal Rizv
Educational Research and its Publics
2005
2004
Professor Richard Teese
Class War and a War on Class: The Two faces of Neo-conservative research in the Australian medi
2003
2002
Professor Alan Luke
After the marketplace: Evidence, social science and educational research
2001
2000
Professor Stephen Kemmis
Educational research and evaluation: Opening communicative space
1999
1998
Dr Marjorie Theobald
Teaching and its discontents: In search of a golden past
1997
Professor Pam Gilbert
Gender and schooling in new times: The challenge of boys and literacy
1996
Professor Paige Porter
Educational research in Australia: Indigenous or exotic? The case for the Indigenous
1995
1994
Professor Michael Dunkin
Synthesising research in education: A case study of getting it wrong