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Gary Fry

Director, Centre for Collaborative First Nations Research

Education


  • Name:Gary Fry
    Position:Director, Centre for Collaborative First Nations Research


    Phone: +61 8 8951 8355
    Email: gary.fry@batchelor.edu.au


    Qualifications: Doctor of Philosophy (PhD) Indigenous Perspectives (Indigenous Education) (ongoing), Master of Education (Leadership & Administration), Graduate Diploma in Leadership and Change Management, Diploma of Business (Management), Graduate Certificate in Education Management, Diploma of Teaching (Primary)


    Study accolades:
    • Awarded 2004 CDU Vice Chancellor’s Medal (VET)
    • Awarded ‘Most Outstanding Indigenous Student in the Faculty of Law, Business and Arts 2004, CDU
    • Nominee 2013 Deakin University Isi Liebler Prize (Academic)
  • Gary Fry is an Aboriginal man from the Northern Territory (Dagoman tribe, Jorrolam clan group).

    Gary worked as a qualified electrician during the 1980’s before qualifying as a primary school teacher in 1990. Gary has taught and been principal in four remote Aboriginal schools across the NT over a ten year period and has spent an equal amount of time at a senior leadership and executive principal levels in urban mainstream schools in Darwin.

    Gary has a long-term commitment to tackling Indigenous educational inequality through his many connections in the education industry and is recognised nationally for his work in Indigenous and mainstream education.

    In recent years Gary has undertaken senior executive level roles at Charles Darwin University, including Principal in Residence at the Centre for School Leadership 2012-2014 and from 2014-2016 was the Director, responsible for school leadership training across the Northern Territory education sector.

    In 2016 Gary undertook the role of Associate Professor of Education, Indigenous School Leadership, within the School of Education at CDU. In 2017 Gary has undertaken the role of Director Centre for Collaborative First Nations’ Research, Batchelor Institute, where he is also undertaking a PhD. This study, due for completion in early 2018, is a critical policy analysis of NT remote Indigenous education inequality within a stratified, capitalist Australian society.

    PROFESSIONAL SERVICE

    2017 – Present Director, Centre for Collaborative First Nations’ Research, Batchelor Institute
    Honorary appointment as University Fellow to School of Education, CDU
    2016 – 2017 Associate Professor in Education (Indigenous School Leadership), CDU
    2014 - 2016 Director, Centre for School Leadership, CDU
    Honorary appointment as University Fellow to School of Education, CDU
    2012 - 2013 Principal in Residence, CSLLD, CDU (Executive Principal Level 3)
    2011 Consultant Principal, Bendigo DEECD
    2008 - 2010 Executive Contract Principal (L3) Moulden Park School
    2004 - 2007 Assist. Principal Wagaman School
    2002 Teacher and Year 9 Level Co-ordinator, Colac High School, Victoria
    2003 Senior Teacher (ST1), Leanyer Primary School
    2002 Executive Contract Principal Yuendumu CEC
    2001 Special Study Leave/Long Service
    1995 - 2001 Teaching Principal Peppimenarti School
    1995 - 1997 Senior Project Officer, ATSIC
    1990 - 1995 Teacher Moulden Park School, Teaching Principal (ST1), Beswick Wugularr School, Senior Teacher Secondary, Angurugu School
  • Fry, G. (forthcoming). PhD thesis. ‘How Might Northern Territory Remote Indigenous Student Underachievement be Improved through their Indigeneity? A critical policy analysis', Batchelor Institute.
    Woodroffe, T. Fry, G. & Gillan, K. (2017). In Press. 'Indigenous Leadership in Changing Times and Changing Organisations: The centrality of Indigenous leadership in advancing schooling outcomes in Northern Territory (NT) remote schools', Common ground Publishing.
    Woodroffe, T. Fry, G. & Gillan, K. (2017). 'Indigenous Leadership in Changing Times and Changing Organisations: The centrality of Indigenous leadership in advancing schooling outcomes in Northern Territory (NT) remote schools', keynote presentation to the 2017 Organisational Studies Conference: knowledge, culture and change in organizations, Charles Darwin University.
    Fry, G (2016). ‘The Importance of Self’, in ‘The Challenges of Teaching through the eyes of pre-service teachers’, Geng G, Black P & Smith, P. (editors), Springer Publishing.
    Barnes, N., Shore, S., Mayhead, R., Fry, G., Disney, L., & Hampshire, A. (2016a). 'Engaging Parents, Engaging Communities, Engaging Schools: The Parent Engagement Project'. Full Report. Darwin: Charles Darwin University.
    Barnes, N., Shore, S., Mayhead, R., Fry, G., Disney, L., & Hampshire, A. (2016b). 'Engaging Parents, Engaging Communities, Engaging Schools: The Parent Engagement Project'. Executive Summary. Darwin: Charles Darwin University.
    Shore, S., Fry, G., Sushames, L., & Frawley, J. (2015). 'Beyond Embedded Knowledge: Rethinking practical and epistemological relations between workplace and academic knowledges'. Proceedings of the 9th International Conference on Researching Work and Learning, Singapore, 1-14. - www.rwl2015.com/papers/Paper095.pdf
    Fry, G (2015). ‘Strengthening School Leadership across the Northern Territory’, Keynote presentation 'Society for the Provision of Education in Rural Australia’, Mapping Education Policy Landscapes: Rurality and Rural Futures, Deakin University, Geelong.
    Fry, G (2015). ‘National Education Policy Evolutions: Decentralisation, Corporatisation & Standardisation. What spaces are left in improving beyond the sine wave in challenged environments?’ Keynote presentation, ATEA Conference, Charles Darwin University.
    Fry, G. (2014). ‘Indigenous education, inclusion and the curriculum’, in Webster, S & Ryan A (2014), ‘Understanding Curriculum: the Australian context’, Cambridge University Press.
    Fry, G (editor) 2014. ‘Northern Territory Principals: Educational leaders reflect on school leadership’, Uniprint, Charles Darwin University.
    Fry, G (2012). ‘What role(s) has the ideology behind education policies in the NT played in the failure of such policies to effectively challenge the disempowered status of the Aboriginal and Torres Strait Islander population?’ Deakin University, pp.1-41.
    Fry, G. (2012). ‘Remote Indigenous School Principalship: Characteristics, Capabilities and Qualities of an Effective Remote School Principal’, Discussion Paper. Darwin: Northern Territory Department of Education and Training, January 17 2012.