Article

Pelosi, Ligia ORCID: 0000-0003-4505-083X (2023) Disrupting the rhetoric of education: separating the spin of teaching and learning from the reality. Qualitative Research Journal. ISSN 1443-9883

Pelosi, Ligia ORCID: 0000-0003-4505-083X and Vicars, Mark ORCID: 0000-0003-0684-2180 (2020) Researching with the Sturm und Drang of COVID-19: Telling tales of teachers’ teaching. Qualitative Research Journal. ISSN 1443-9883

Pelosi, Ligia (2018) Blogging towards understanding: rethinking the notion of data. Qualitative Research Journal, 18 (4). pp. 371-382. ISSN 1443-9883

Pelosi, Ligia (2015) Reaching for the arts in unexpected places: public pedagogy in the gardens. Australian Journal of Adult Learning, 55 (3). 408 - 422. ISSN 1443-1394

Pelosi, Ligia (2015) The participant as evolving protagonist. Qualitative Research Journal, 15 (2). 112 - 120. ISSN 1448-0980

Pelosi, Ligia (2012) The Child, the Heart, the Arts—The Literacy Game: High Stakes and Risk Avoidance. Creative Approaches to Research, 5 (3). pp. 101-113. ISSN 1835-9434 (print) 1835-9442 (online)

Book

Vicars, Mark ORCID: 0000-0003-0684-2180 and Pelosi, Ligia ORCID: 0000-0003-4505-083X, eds. (2023) Storying Pedagogy as Critical Praxis in the Neoliberal University: Encounters and disruptions. Rethinking Higher Education . Springer, 1-90,000.

Book Section

Pelosi, Ligia ORCID: 0000-0003-4505-083X (2023) I Paid for This, So Now Give It to Me: University as Retailer, Knowledge as Product, Student as Customer. In: Storying Pedagogy as Critical Praxis in the Neoliberal University: Encounters and Disruptions. Vicars, M and Pelosi, L, eds. Rethinking Higher Education . Springer, pp. 99-113.

Pelosi, Ligia ORCID: 0000-0003-4505-083X (2013) Hello Old Friend – rediscovering oneself through a bricolage of narrative methodologies. In: Discourse, Power, and Resistance Down Under. McKenna, Tarquam and Vicars, Mark, eds. Transgressions: Cultural Studies and Education, 2 . SensePublishers, Rotterdam, Netherlands, pp. 121-130.

Thesis

Pelosi, Ligia (2017) Whispering into knowing: teachers as creative beings. PhD thesis, Victoria University.