Rate My Professor Matthew Thomas

Associate Professor Matthew Thomas serves as Deputy Head of School (Education) in the Faculty of Arts and Education at Deakin University, a position he has held since joining the institution in 2016. His academic qualifications include a PhD from the University of Melbourne, where his thesis titled "Post 9/11: Hidden Pedagogy: The positional forces of pedagogy in Victoria, Australia" was completed in 2015, a Graduate Diploma of Education from the University of Melbourne, a Bachelor of Arts with Honours in English from La Trobe University, a Postgraduate Certificate in Higher Education Learning and Teaching from Deakin University, and a Postgraduate Certificate in Artificial Intelligence for Business from Deakin University. Thomas is a Senior Fellow of the Higher Education Academy (SFHEA), reflecting his commitment to excellence in teaching and learning.

Thomas's research specializations encompass the sociology of education, curriculum and pedagogy theory, teacher education, and the critical examination of power, time, and social justice in educational structures. His work seeks to enhance initial teacher education globally by critiquing the systems that form educators and promoting the development of highly capable, relational teachers for a more equitable society. Recent investigations explore the roles of AI in educational administration, surveillance in education, vulnerability in teacher mentoring, and the emotional transitions in online teaching during the pandemic. As an editor of the international peer-reviewed journal Teaching Education, he contributes significantly to the field.

Thomas has authored and edited several influential publications. He edited the books Post-Qualitative Research and Innovative Methodologies (Bloomsbury Academic, 2020) and Inclusive Education Is a Right, Right? (Brill, 2021). Key journal articles include "The roles of AI and educational leaders in AI-assisted administrative decision-making: a proposed framework for symbiotic collaboration" (The Australian Educational Researcher, 2025, 78 citations), "Longing for connection: University educators creating meaning through sharing experiences of teaching online" (British Journal of Educational Technology, 2021, 38 citations), "A Right to be Included: The Best and Worst of Times for Learners with Disabilities" (Scandinavian Journal of Disability Research, 2021, 26 citations), and "Time for inclusion?" (British Journal of Sociology of Education, 2019). With approximately 290 citations across his publications, Thomas's scholarship impacts teacher preparation, inclusive education, and innovative methodologies in pedagogy.