Jennifer Bleazby is a Senior Lecturer in the School of Education, Culture and Society and is the the school's current Wellbeing Champion and Occupational Health and Saftey Representative. Prior to taking up her position at Monash University, she taught humanities, philosophy, history, and media studies in both government and independent schools.

Dr Bleazby's main areas of research are:

• Philosophy of education, including curriculum theory, especially the philosophy of John Dewey, Jane Addams and other classical pragmatists; feminist pragmatism and ecofeminism;
• Philosophy for Children/Philosophy in Schools;
• Ethics/Moral Education, including the role of values and ethics education in the good life, i.e., in promoting happiness and wellbeing;
• Religious education/instruction, especially within secular government schools;
• Indoctrination and education;
• The teaching of controversial issues;
• Experential and community based learning, including active citizenship education;   
• Autonomy and education 
• Environmental philosophy and education;
• The impact of the digital and post-truth world on thinking and education, moral development, community/social cohesion, wellbeing and happiness. 

Current Research:

Dr Bleazby's current research is focused on exploring the challenges with teaching topics that are often seen as controversial, especially religion, ethics and climate change. In particular, her research explores concerns about indoctrination, including affective indoctrination. Her research aims to develop tools for indentifying and avoiding indoctrination when teaching such 'controversial' content, and with developing curricula and teaching methods for quality moral, religious and environmental education that fosters student autonomy, happiness and wellbeing.   

Dr Bleazby is also collaborating with an international team of researchers, led by Roberto Tibeldeo (PUCPR, Brazil), to explore the potential of the pedagogy and educational movement known as the Communty of Philosophical Inquiry (CPI) to contribute to environmental education. In particular, we aim to examine the benefits of integrating the CPI with community based and place responsive pedagogies so as to help schools foster pro-environmental values and behaviours and respond to environmental problems, like human induced climate change. This includes an exploration of how the CPI might be integrated with particular indigenous philosophies and pedagogies through collaborating with First Nations and Indigenous communties in Australia and Brazil.   

The reseach team includes researchers from the PUCPR (Brazil); Monash University (Australia); The University of Strathclyde (Scotland); Plymoth University (England); The University of Queensland (Australia); Universidade dos Acores (Portugal); Montclaire State University (USA); The University of Wollongong (Australia); Universidade Estadual de Londrina (Brazil)  

Recent Projects:

• Religious Education in Australian Government Schools: Do the Current Laws Policy and Curricula Undermine the Fundamental Aims of Education (2021-2024). Funded by a Rationalist Society of Australian Patron's Grant. There are still forthcoming publications expected from this project.  
• Australian Teachers' Climate Change Related Ethical Dilemmas in the Midst of Ecological Crisis (2021-2022). Funded by a Philosphy of Education Society of Australasia Research Grant. 

Research Student Completions

• David McMaster (PhD, 2023). Mission Creep: Curricularising Knowledges in a new Transnational University in the Persian Golf. Main Supervisor: Jennifer Bleazby; Associate Supervisor: George Variyan.
• Edward Rush (PhD, 2022). The Intensifying Moral Regulation of Student Plagiarism at Australian Universities: A Genealogical Discourse Analysis. Main Supervisor: Jennifer Bleazby; Associate Supervisor: Melissa Wolfe.
• Claire Manton (PhD, 2021). Experiences of wellbeing and spirituality: A hermeneutic phenomenological study. Main Supervisor: Alex Kostogriz; Associate Supervisor: Jennifer Bleazby.
• Muhalim Muhalim (PhD, 2020). Religious Discourses in ELT in Indonesia: Lecturers Ideological Becoming in Institutional Practices. Main Supervisor: Alex Kostogriz. Associate Supervisor: Jennifer Bleazby.
• Brian Jeganathan (PhD, 2019). Cultural Worker as “Horizontal Intellectual” in a Militarized Postcolonial State: Jacque Rancière’s “equality of intelligence” as an unconditional prerequisite. Main Supervisor: Jennifer Bleazby. Associate Supervisor: Mary Lou Rasmussen.
• Joy Whitton (PhD, 2016). Fostering Imagination in Higher Education Teaching and Learning: Making Connections. Main Supervisor: Jennifer Bleazby. Associate Supervisor: Anne Harris. Research developed into a book (Routledge, 2018). Details here.
• Be Beng Toh (PhD, 2016). The Influence of Post-Secondary Students’ Technology Use on their Epistemological Beliefs, Conceptions of, and Approaches to Learning. Main Supervisor: Nicola Johnson. Associate Supervisor: Jennifer Bleazby.
• Anthony Tarranto (MEd, 2013). How do Heads of House in an Independent Secondary School Evaluate and Understand Pastoral Care? Main Supervisor: Jennifer Bleazby.

I currently coordinated the following Monash units:

EDF1070: Understanding Students as Learners

EDF5177: Humanities: Social Education in the Secondary Years A

EDF5178: Humanities: Social Education in the Secondary Years B

In previous years, I have cooridnated a number of units about Curriculum and Pedagogy, Assessment, Experential/Participatory Learning, and Media Education.