School of Arts

Professor Andrew Hope

Position: Dean, School of Arts
Location: Mt Helen Campus, H Building, Room 236 
Phone: 5327 6768 
Email: a.hope@federation.edu.au

Qualifications

  • Accredited Fellow of the U.K. Higher Education Academy - 2008
  • Doctor of Philosophy in Sociology - University of Durham - Awarded 2002
  • MSc. in Social Anthropology - University of Edinburgh - 1997
  • Post Graduate Certificate of Education (Secondary Schooling) in Sociology - University of Leicester - 1995
  • MSc. in Social Policy Analysis - University of Bath - 1993
  • BA (Hons) in Social Policy and Administration - University of Nottingham - 1990

Biography

Andrew is a sociologist working in the School of Arts. He joined Federation University Australia in October 2018. Previously he worked at the University of Adelaide undertaking various management roles as well as establishing numerous new programs including the Bachelor of Criminology and the Bachelor of Sociology. Prior to emigrating from the UK he also taught in the Departments of Sociology at Manchester Metropolitan and Sunderland Universities as well as the Schools of Education at Huddersfield and Durham Universities.

Research interests

  • Surveillance in late modernity
  • Young people and risk
  • Deviance, social control and resistance
  • Digital cultures
  • Critical explorations of educational technology

Publications

Hope, A. (2018) Creep: the growing surveillance of students’ online activities. Education and Society. 36(1), pp. 55-72.

Hope, A. (2018) Unsocial Media: school surveillance of student internet use. In Deakin, J., Taylor, E. and Kupchik, A. (Eds.) The Palgrave International Handbook of School Discipline, Surveillance and Social Control. London: Palgrave MacMillan, pp. 425-444.

Hope, A. and Matthews, J. (2018) ‘How not to be a terrorist’: radicalisation and young Western Muslims’ digital discourses. In Pickard, S. & Bessant, J. (Eds.) Young People Re-Generating Politics in Times of Crisis. London: Palgrave Macmillan. pp. 161-178.

Habel, C. and Hope, A. (2018). Little Big Learning: Subversive Play / GBL Rebooted. In D. Cermak-Sassenrath (Ed.) Playful Disruption of Digital Media. Singapore: Springer Nature. pp 167-180.

Hope, A. (2017) World of spycraft: video games, gamification and surveillance creep, in E. Taylor and T. Rooney (Eds.) Surveillance Futures: Social and ethical implications of new technologies for children and young people. London: Routledge. pp. 162-173

Hope, A. (2016) Biopower and school surveillance technologies 2.0. The British Journal of Sociology of Education. 37 (7), pp. 885-904.

Hope, A. (2016) Educational heterotopia and student's use of Facebook. Australasian Journal of Educational Technology, 32(1), pp. 47-58.

Hope, A. (2015) Governmentality and the 'selling' of school surveillance devices. The Sociological Review, 63(4), pp 840-857.

Hope, A. (2015) Foucault's toolbox: critical insights for education and technology researchers. Learning, Media and Technology, 40(4), pp 536-549.

Hope, A.  (2015) Schoolchildren, governmentality and national e-safety policy discourse. Discourse: studies in the cultural politics of education. 36(3), pp 343-353.

Hope, A. (2013) The shackled school internet: zemiological solutions to the problem of over-blocking. Learning, Media and Technology. 38(3), pp 270-283.

Hope, A. (2013) The politics of online risk and the discursive construction of school e-safety. In K. Facer and N. Selwyn (Eds.) The Politics of Education and Technology: conflicts, controversies and connections.  London: Palgrave / Macmillan. pp. 83-98.

Hope, A. (2013) Foucault, panopticism and school surveillance research. In M. Murphy (Ed.) Social Theory and Education Research. London: Routledge. pp. 35-51.

Hope, A. (2011) Internet Risk @ School. Saarbrucken: Lambert Press.

Hope, A. (2010) Student resistance to the surveillance curriculum. International Studies in Sociology of Education, 20(4), pp 319-334.

Hope, A. (2010) Seductions of risk and school cyberspace. Australasian Journal of Educational Technology, 26(5), pp 690-703.

Hope, A. (2010) Seductions of Risk, Social Control, and Resistance to School Surveillance. In T. Monahan and R. D. Torres (Eds.) Schools Under Surveillance: Cultures of Control in Public Schools. New Brunswick, NJ: Rutgers University Press. pp 230-245

Hope, A. (2009) CCTV, school surveillance and social control. British Educational Research Journal, 35(6), pp 891-907.  [Reprinted in M. Murphy (Ed.) (2013) Social Theory and Education Research, Volume 4. London, Sage Publications].

Hope, A. (2008) Internet pollution discourses, exclusionary practices and the ‘culture of over-blocking’ within UK schools. Technology, Pedagogy and Education, 17(2), pp. 103-113.

Hope, A. (2007) Risk-taking, boundary-performance and intentional school internet 'misuse.' Discourse: studies in the cultural politics of education, 28(1), pp 87-99.

Hope, A. (2007) Children and Risk in P. Zwozdiak-Myers (Ed.) (2007) Childhood and Youth Studies. Exeter: Learning Matters Limited. pp 35-44.

Hope, A. (2006) School Internet Use, youth and risk: a social-cultural study of the relation between staff views of on-line dangers and students' ages in UK schools. British Educational Research Journal, 32(2), pp. 307-329.

Hope, A. (2005) Panopticism, Play and the Resistance of Surveillance: case studies of the observation of student Internet use in UK schools. The British Journal of Sociology of Education, 26(3), pp 359-373.

Hope, A. and Oliver, P. (Eds) (2005) Risk, Education and Culture. Aldershot: Ashgate Publishing. (Reprinted by Routledge Library Editions: Sociology of Education, 2017).

Hope, A. (2005) Risk, Education and Culture: interpreting danger as a dynamic culturally situated process in A. Hope and P. Oliver (Eds) (2005) Risk, Education and Culture. Aldershot: Ashgate. pp 3-20.

Hope, A. (2005) ‘Moral panic’, internet use and risk: perspectives in educational organisations in A. Hope and P. Oliver (Eds) (2005) Risk, Education and Culture. Aldershot: Ashgate Publishing. pp 63-77.

Hope, A. (2004) Danger, otherness and chat-room use in schools. New Era in Education, 85(2), pp.60-66.