Phiona Stanley

phiona stanley

Dr Phiona Stanley

Associate Professor in Intercultural Business Communication


My research is on how people engage in intercultural settings including working abroad, international education, and backpacker tourism, particularly voluntourism. I'm mainly an ethnographer, and I use interview-based research and autoethnography. My theoretical paradigm is critical, which is to say that I'm particularly focused on how power relations operate in intercultural settings. I'm also interested in innovative ways of doing qualitative research, including storytelling within academic texts.

My background is in English language education and teacher training/development, and I've worked in Peru, Poland, the UK, China, Australia, and Qatar. I've been a CELTA trainer, an Editor at Oxford University Press, an academic manager, and an examiner for the University of Cambridge, and I taught on MEd courses in Australia from 2006 to 2018, including courses on 'Qualitative Research Methods' and 'Culture, Communication & Curriculum'.

Recent PhD completions as main supervisor:
Elham Zakeri: The role of agency in emerging academic identities of international doctoral students
Jasper Hsieh: An auto/ethnography of Taiwanese students' identity movements
Alice Cranney: Australian exchange students’ transnational identity negotiations and Spanish language learning: Becoming “casi Mexicana”?
Nanis Setyorini: English for accounting: Understanding the needs, practices, and gaps between Indonesian accounting workplaces and education
Thi Huong Nguyen: English teacher preparation and perceptions of preparedness in Vietnamese high schools

Recent and in-press publications:
Stanley, P. (contracted; in development). Ed. Critical Autoethnography and Intercultural Education: Changing Paradigms Through Emerging Voices. Routledge: Abingdon & New York.

Stanley, P. & Vass, G. 2018. Eds. Questions of culture in autoethnography. Routledge: Abingdon & New York.

Stanley P, 2017. A Critical Auto/Ethnography of Learning Spanish: Intercultural Competence on the Gringo Trail? Routledge: Abingdon & New York.

Stanley P, 2013. A critical ethnography of 'Westerners' teaching English in China: Shanghaied in Shanghai. Routledge: Abingdon & New York.

Stanley, P. (in press). Crafting a DIY campervan and crafting embodied, gendered identity performances in a hyper-masculine environment. Art Research International Journal: Special Issue on Craft (in press, out Feb 2019.)

Stanley P, 2019, 'Ethnography and autoethnography in ELT research: Querying the axiomatic.', in Gao X (ed.), International handbook of English language teaching (second edition). New York: Springer.

Stanley P, 2018, 'Walking to heal or walking to heel? Contesting cultural narratives about fat women who hike and camp alone', in Questions of Culture in Autoethnography, Routledge: Abingdon & New York.

Stanley P & Vass G, 2018, 'On the difficulties of writing about culture in autoethnography', in Questions of Culture in Autoethnography, Routledge.

Stanley P, 2017, Review of Liz Ellis's book 'The plurilingual TESOL teacher: The hidden language lives of TESOL teachers and why they matter', Australian Review of Applied Linguistics, vol. 40, pp. 339 - 342.

Stanley P, 2017, 'The two cultures in Australian ELICOS: Industry managers respond to English language school teachers', English Australia Journal.

Stanley P & Stevenson M, 2017, 'Making sense of not making sense: Novice English language teacher talk', Linguistics and Education, vol. 38, pp. 1 - 10.

Zapata-Sepúlveda P;Stanley P;Ramírez-Pereira M;Espinoza-Lobos M, 2016, 'The traveling researchers’ sisterhood: Four female voices from Latin America in a collaborative autoethnography', Qualitative Research Journal, vol. 16, pp. 251 - 262.

Stanley P, 2016, 'Must the (Western) Hydra be Blond(e)? Performing Cultural 'Authenticity' in Intercultural Education', in Bunce P; Phillipson R; Rapatahana V; Tupas R (ed.), Why English? Confronting the hydra. Multilingual Matters, pp. 93 - 105.

Stanley P, 2016, ''Passing' and 'failing' in Latin America: Methodological reflections on linguacultural identities', in Emerald E; Rinehart RE; Garcia A (ed.), Global South ethnographies: Minding the senses, Sense Publishers, Rotterdam, Netherlands, pp. 185 - 196.

Stanley P, 2016, 'Economy class? Lived experiences and career trajectories of private-school English-language teachers in Australia', in Haworth P; Craig C (ed.), The career trajectories of English language teachers, Symposium Books, Oxford, pp. 185 - 199.

Stanley P, 2015, 'Writing the PhD Journey(s): An Autoethnography of Zine-Writing, Angst, Embodiment, and Backpacker Travels', Journal of Contemporary Ethnography, vol. 44, pp. 143 - 168.

Stanley P, 2015, 'Theorising the cultural borderlands: Imag(in)ing "Them" and "Us"', in Brown J; Johnson NF (ed.), Children's images of identity: Drawing the self and the other, Ed. Sense Publishers, Rotterdam, pp. 1 - 13.

Stanley P, 2015, 'Talking to Strangers: Learning Spanish by Using It', in Nunan D; Richards JC (ed.),Language learning beyond the classroom. Routledge, pp. 244 - 252.

Canagarajah, A S ;Stanley P, 2015, 'Ethical considerations in Language Policy Research', in F M Hult; D C Johnson (ed.), Research Methods in Language Policy and Planning: A Practical Guide, Wiley Blackwell, pp. 33 - 44.

Stanley P, 2014, 'Language-learner Tourists in Australia: Problematizing 'The Known' and its Impact on Interculturality', in Resistance to the Known: Counter-Conduct in Language Education, pp. 23 - 46.

Stanley P, 2014, 'Telling stories: Theorizing narrative sensemaking as introspective research method', in Jill Brown's Navigating International Academia: Research Student Narratives, pp. 5 - 16.

Stanley P, Murray N, 2013, ''Qualified'? A framework for comparing ELT teacher preparation courses', Australian Review of Applied Linguistics, vol. 36, pp. 102 - 115.

Stanley P, 2013, 'Lessons from China: Understanding what Chinese students want', English Australia Journal, vol. 28, pp. 38 - 52.

Stanley P, 2012, 'Superheroes in Shanghai: constructing transnational Western men's identities', Gender Place and Culture: A Journal of Feminist Geography, vol. 19, pp. 213 - 231.

Stanley P, 2012, 'Multiculturalism with Chinese characteristics', in Hernandez L (ed.), China and the West, edn. 1, Cambridge Scholars Publishing, Newcastle, UK, pp. 73 - 92.

Stanley P, 2011, '‘The foreign teacher is an idiot’: Symbolic interactionism, and assumptions about language and language teaching in China.', Linguistics and the Human Sciences, vol. 4, pp. 67 - 89.

Stanley P, 2011, Review of Anwei Feng's book: 'English language education across Greater China', Language, Culture, and Curriculum, vol. 24, pp. 303 - 306.

Stanley P, 2011, 'The hidden curriculum: A critical analysis of tertiary English teaching in China', in Ryan J (ed.), China's Higher Education Reform and Internationalisation, Routledge, Abingdon & New York.

Stanley P, 2011, 'Performing foreigners: Attributed and appropriated roles and identities of Westerners teaching English in Shanghai', in Lobo M; Marotta V; Oke N (ed.), Intercultural Relations in a Global World, edn. Common Ground, Champaign, IL.

Stanley P, 2011, 'Meeting in the middle? intercultural adaptation in tertairy oral English', in Lin J; Cortazzi M (ed.), Researching Chinese learners: skills, perceptions and intercultural adaptations, edn. 1st ed., Palgrave MacMillan, Basingstoke, pp. 93 - 118.

Stanley, P. (2008). ‘The foreign teacher is an idiot’: Symbolic interactionism, and assumptions about language and language teaching in China. Linguistics and the Human Sciences 4/1.