Greg Noble

Western Sydney University, Institute for Culture and Society, Faculty Member

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Professor Greg Noble researches and writes in the intersecting areas of:

- youth, ethnicity and gender
- everyday convivialities
- material culture, embodiment and subjectivity
- Bourdieusian theory
- multicultural education.

He is the author or editor of several books: Disposed to Learn (Bloomsbury, 2013), On Being Lebanese in Australia (LAU, 2010), Lines in the Sand (Institute of Criminology, 2009), Bin Laden in the Suburbs (Institute of Criminology, 2004), Kebabs, Kids, Cops and Crime (Pluto, 2000) and Cultures of Schooling (Falmer, 1990/2012).

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Books by Greg Noble

Doing Diversity Differently in a Culturally Complex World

by Megan Watkins and Greg Noble

Doing Diversity Differently in a Culturally Complex World, 2021

Doing Diversity Differently in a Culturally Complex World explores the challenges facing multicul... more Doing Diversity Differently in a Culturally Complex World explores the challenges facing multicultural education in the 21st century. It argues that the ideas fashioned in 1970s 'multiculturalism' are no longer adequate for the culturally complex world in which we now live. Much multicultural education celebrates superficial forms of difference and avoids difficult questions around culture in an age of transnational flows and hybrid identities. Megan Watkins and Greg Noble explore the understandings of multiculturalism that exist amongst teachers, parents and students. They demonstrate that ideas around culture and identity don't match the complexities of the social contexts of schooling in migrant-based nations such as Australia, the UK, the USA, Canada and New Zealand. Doing Diversity Differently in a Culturally Complex World draws on comprehensive research undertaken in Australian schools. It examines how a diverse range of schools address the challenges that 'superdiversity' poses, considering how the strengths and limitations of each school's approach reflect wider logics of traditional multiculturalism. In contrast, the authors argue for a transformative multiculturalism involving a critically reflexive approach to understanding the processes, relations and identities of the contemporary world.

Cultural Pedagogies and Human Conduct

by Catherine Driscoll, Megan Watkins, Greg Noble, Meaghan Morris, Tess Lea, Elaine Lally, Julian Sefton-Green, and Liam Grealy

Pedagogy is often glossed as the ‘art and science of teaching’ but this focus typically ties it t... more Pedagogy is often glossed as the ‘art and science of teaching’ but this focus typically ties it to the instructional practices of formalised schooling. Like the emerging work on ‘public pedagogies’, the notion of cultural pedagogies signals the importance of the pedagogic in realms other than institutionalised education, but goes beyond the notion of public pedagogies in two ways: it includes spaces which are not so public, and it includes an emphasis on material and non-human actors.

This collection foregrounds this broader understanding of pedagogy by framing enquiry through a series of questions and across a range of settings. How, for example, are the processes of ‘teaching’ and ‘learning’ realised within and across the pedagogic processes specific to various social sites? What ensembles of people, things and practices are brought together in specific institutional and everyday settings to accomplish these processes?

This collection brings together researchers whose work across the interdisciplinary nexus of cultural studies, sociology, media studies, education and museology offers significant insights into these ‘cultural pedagogies’ – the practices and relations through which cumulative changes in how we act, feel and think occur. Cultural Pedagogies and Human Conduct opens up debate across disciplines, theoretical perspectives and empirical foci to explore both what is pedagogical about culture and what is cultural about pedagogy.

Disposed to Learn: Schooling, Ethnicity and the Scholarly Habitus (2013)

by Megan Watkins and Greg Noble

Disposed to Learn explores the relationship between ethnicity and dispositions towards learning, ... more Disposed to Learn explores the relationship between ethnicity and dispositions towards learning, with a focus on primary school students of Chinese, Pasifika and Anglo Australian backgrounds. The authors challenge the tendency towards the essentializing of ethnicity within multiculturalism to argue for a more nuanced understanding of the relationship between culture and academic performance. Drawing on the work of Bourdieu, they examine how home and school practices produce particular attributes that are embodied as dispositions towards learning - the scholarly habitus. These home and school practices entail different modes of discipline which help or hinder student engagement. The book underlies the need for a better understanding of cultural diversity in schooling to address issues of educational inclusion.

Bin Laden in the suburbs: Criminalising the Arab other

Global Media and …

Bin Laden in the Suburbs is about the rising fear of the Arab/Muslim Other in Australia over the ... more

Kebabs, kids, cops and crime: Ethnicity, youth and crime

Lines in the sand: the Cronulla riots, multiculturalism and national belonging

On Being Lebanese in Australia

Cultures of Schooling (RLE Edu L Sociology of Education): Pedagogies for Cultural Difference and Social Access

by Greg Noble, Mary Kalantzis, and Bill Cope

This volume examines the ways schools respond to cultural and linguistic diversity. A richness of... more This volume examines the ways schools respond to cultural and linguistic diversity. A richness of accumulated experience is portrayed in this study of six Australian secondary schools; partial success, near success or instructive failure as the culture of the school itself was transformed in an attempt to meet the educational needs of its students. Set in the context of a general historical background to the development of multicultural education in Australia, a theoretical framework is developed with which to analyze the move from the ...

Papers by Greg Noble

Habit and Habituation

Body & Society, May 22, 2013

This article examines the issues that are at stake in the current resurgence of interest in the s... more This article examines the issues that are at stake in the current resurgence of interest in the subject of habit. We focus on the role that habit has played in conceptions of the relations between body and society, and the respects in which such conceptions have been implicated in processes of governance. We argue that habit has typically constituted a point of leverage for regulatory practices that seek to effect some realignment of the relations between different components of personhood – will, character, memory and instinct, for example – in order to bring about a specific end. In reviewing its functioning in this regard across a range of modern disciplines – philosophy, psychology, sociology – we explore the tensions between its use and interpretation in different lineages: in particular, the Cartesian–Kantian/Ravaisson–Bergson–Deleuze lineages. The article then identifies how these questions are addressed across the contributions collected in this special issue.

Making multiculture

The ‘Schooled Identities’ of Australian Multiculturalism: Professional Vision, Reflexive Civility and Education for a Culturally Complex World

Palgrave Macmillan UK eBooks, 2014

Since their inception in Australia in the 1970s, multicultural policies have been met with genera... more Since their inception in Australia in the 1970s, multicultural policies have been met with general but qualified public support (Ang, Brand, Noble and Sternberg, 2006; Dunn et al., 2004). The national and international contexts since 2001, however, have heightened anxieties around immigration and social cohesion, evoking the claims of a ‘crisis’ around multiculturalism (Lentin and Tilley, 2011). This has exacerbated a longstanding lack of clarity about what multiculturalism actually means, both here and overseas (Parekh, 2006; Modood, 2007). In 2011, however, against the international trend, the Australian Government (2011) reasserted its policy commitment to multiculturalism. Yet, multiculturalism is still in a moment of uncertainty and re-evaluation, not just because of criticism from conservative commentators (Donnelly, 2005), but because there is some concern that policies developed in the 1970s and 1980s may no longer be as relevant in Australia’s increasingly transnational, culturally complex and technologically mediated societies (Modood, 2007).

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