Adele Nye

Adele Nye is an Associate Professor and Senior Lecturer in Contextual Studies in Education at the School of Education, Faculty of Humanities, Arts, Social Sciences and Education, University of New England (UNE), Australia. She is an active academic with a strong focus on history education, qualitative research methods, and posthuman theoretical frameworks.

• Education: BA, Grad Dip Tert Ed, M.Litt, PhD (all from UNE)

Her research interests center on historical thinking, teaching and learning in higher education, and school communities in crisis. She employs post-qualitative and new materialist approaches, particularly in history education and museum exhibitions. Her work explores the affective dimensions of historical engagement, the rebuilding of rural schools after fires, and the application of feminist poststructuralism and new materialism in educational contexts.

The recent publications and conference presentations reveal a strong thematic trend toward posthuman and affective methodologies in history and education. Her work increasingly integrates arts-based research, vital materialism, and ontological inquiry, especially in response to crises such as pandemics and natural disasters. She collaborates extensively with colleagues like Jane Clark and Jennifer Charteris on interdisciplinary and theoretically innovative projects.

Scientific Awards and Recognitions:

• No explicitly mentioned awards or prizes in the provided text.

Adele Nye actively supervises Higher Degree Research students in areas such as history education, new materialism, and feminist poststructuralism. She is the leader of the Rural, Regional and Remote Education Research Group and contributes to several academic committees, including the Australasian History SoTL Committee and the Research Training Working Group in the School of Education. Her research projects include post-qualitative approaches to history education and the impact of major fires and floods on rural schools and communities.

She is involved in multiple research collaborations and has contributed to significant edited volumes on history education. Her work often bridges theory and practice, particularly in crisis-affected educational settings and museum-based historical inquiry.