My research is on how people engage in 'intercultural' settings in the broadest sense: heterogeneous assemblages of humans, non-humans, and artefacts. This includes research on working abroad, intercultural education, and tourism, particularly 'the outdoors' and volunteer tourism. Within a mobilities/mobile sociology framing, I've published on intercultural competence, transnational identities, decolonizing scholarship, language learning, hegemonic masculinity, embodiment, and various aspects of tourism. My theoretical paradigm is critical, which is to say that I'm particularly focused on how power relations operate. I'm also very interested in innovative ways of doing, writing, and teaching qualitative research methods, including narrative storytelling and evocative writing within academic texts.
My doctoral research won both the Monash University Medal and the IEAA (International Education Associate of Australia) research award. To date, I have published four books and around thirty peer-reviewed articles. My first degree was in Politics (University of Edinburgh), my Masters was in Education (University of Sydney), and my PhD was an ethnographic study in the sociology of transnational identities (Monash University, with fieldwork conducted among British and North American teachers in China). My second language is Spanish and I have the DELE Superiór (Spanish Ministry of Education; Diploma de Español como Lengua Extranjera, Council of Europe level C2). Much of the fieldwork for my 2017 book was conducted in Spanish, in Central and South America.
TEACHING & DOCTORAL SUPERVISION
I'm a Senior Fellow of the Higher Education Academy (SFHEA) and I've won awards for my postgrad and undergrad teaching. I'm originally from Edinburgh and from 2004 to 2018 I worked in Australia, most recently as a Senior Lecturer (2014-2018) at UNSW in Sydney, where I mainly taught postgraduate courses. Here at Napier, I convene a first-year undergraduate core course called "Intercultural Organisational Management". I've supervised eight doctoral students to completion (see the 'postgrad' tab above) and I've been an external PhD examiner for half a dozen universities in the UK and Australia. My 2020 book --called "Critical Autoethnography and Intercultural Learning: Emerging Voices"-- brought together fifteen very new scholars (early career researchers and doctoral candidates, but also masters and undergraduate students) who I mentored and supported in their critical autoethnographic writing. Together, we examined the complexities of 'intercultural learning', not least the ways in which the ongoing colonisation of scholarship affects international and Indigenous students' experiences of 'the Western academy'.
Stanley, P. (2020). (Ed.) Critical Autoethnography and Intercultural Learning: 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.
BOOK CHAPTERS AND JOURNAL ARTICLES
Stanley, P. (2020). Problematizing “Activism”: Medical Volunteer Tourism in Central America, Local Resistance, and Academic Activism. In International Review of Qualitative Research. https://journals.sagepub.com/doi/full/10.1177/1940844720948066
Stanley, P. (2020). Walking home: An autoethnography of hiking, identity, and (de)colonization. In A. Herrmann (Ed). The Routledge International Handbook of Organizational Autoethnography (pp339-350). Abingdon & New York: Routledge.
Stanley, P. (2019). Unlikely hikers? Activism, Instagram, and the queer mobilities of fat hikers, women hiking alone, and hikers of colour. Mobilities 15/2: 241-256. https://doi.org/10.1080/17450101.2019.1696038
Stanley, P. (2019). Crafting a DIY campervan and crafting embodied, gendered identity performances in a hyper-masculine environment. Art Research International 4(1): 351-380.
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 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 travelling 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.
Download it: https://tinyurl.com/y54yhrud
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.
Download it: https://tinyurl.com/y27z9rld
Stanley P, 2016, 'Economy class? Lived experiences and career trajectories of English-language teachers in Australia', in Haworth P; Craig C (ed.), The career trajectories of English language teachers, Symposium Books, Oxford, pp. 185 - 199.
Download it: https://tinyurl.com/y2xvqx7v
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.
Download it: https://tinyurl.com/y6t7z86n
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.
Download it: https://tinyurl.com/yyfkzz2n
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.
Download it: https://tinyurl.com/y4dmw28g
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.
Download it: https://tinyurl.com/y6n8chxv
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.
Download it: https://tinyurl.com/y4yokjtw
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.
Download it: https://tinyurl.com/yy3vvydh
Stanley P, Murray N, 2013, ''Qualified'? A framework for comparing ELT teacher preparation courses', Australian Review of Applied Linguistics, vol. 36, pp. 102 - 115.
Download it: https://tinyurl.com/y3t2gpg6
Stanley P, 2013, 'Lessons from China: Understanding what Chinese students want', English Australia Journal, vol. 28, pp. 38 - 52.
Download it: https://tinyurl.com/y237rgll
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.
Find it: https://www.tandfonline.com/doi/abs/10.1080/0966369X.2011.573141?journalCode=cgpc20
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, Review of Anwei Feng's book: 'English language education across Greater China', Language, Culture, and Curriculum, vol. 24, pp. 303 - 306.
Find it: https://www.tandfonline.com/doi/abs/10.1080/07908318.2011.621326?src=recsys&journalCode=rlcc20
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.
Find it: https://journals.equinoxpub.com/index.php/LHS/article/view/7420