David Roy

(MENAFN- The Conversation)

• Lecturer in Education, University of Newcastle

Profile Articles

Dr David Roy is a lecturer in Education at the University of Newcastle. His research focuses on inclusion, disability, education policy, participation and belonging, including the role of the Creative Arts in supporting diverse learners. A former teacher, he is a researcher and media commentator and the author and co-author of 12 books, including the Inclusive Teacher (Routledge, 2025). His work examines how policy, systems, and communities can move beyond access to create meaningful participation and belonging for diverse learners.

Experience

• –present Lecturer in Education, University of Newcastle

Education

• 2019 University of Newcastle, PhD
• 2011 University of Newcastle, Grad Cert PTT
• 1995 University of Glasgow, ATQ
• 1992 University of Glasgow, PGCE
• 1990 University of Glasgow, Degree of MA

Publications

• 2026 “They're far more prepared to teach children”: Authentic assessment of the arts in primary initial teacher education degrees in six Australian universities, International Journal of Education & the Arts
• 2026 Postgraduate secondary teacher training programs: A global scoping review, Australian Journal of Teacher Education
• 2025 Rediscovering the self: Music for wellbeing, aesthetic, and making. In N.Lemon, S. McDonough, & M. Selkrig (Eds.), The Making Academic Perspectives on Expressive Practice and Wellbeing in Higher Education, Routledge
• 2025 Research rationale and study protocol: Design principles for ITE programs that cater for career changers., Issues in Educational Research
• 2025 The Inclusive Teacher, Routledge
• 2025 Teaching the Arts: Early Childhood and Primary (4th ed), Cambridge University Press
• 2025 From practice to pedagogy: A model of praxis-focused creative arts assessment in initial teacher education., Arts and Humanities in Higher Education
• 2022 Mask usage and drama teacher understanding in Australia, Athen Journal of Education
• 2021 Masks and education within an Australian context., NJ Drama
• 2021 Drama, masks, and social inclusion for children with a disability. In P. Liamputtong (Ed.), Handbook of social inclusion, Springer
• 2020 Masks: Method and impact in the classroom, Creative Education
• 2019 Teaching the Arts: Early Childhood and Primary (3rd edition), Cambridge University Press
• 2016 Masks as a method: Meyerhold to Mnouchkine, Cogent Arts and Humanities
• 2016 Masks in Pedagogical Practice, Journal of Learning Through the Arts
• 2015 Identity and The Arts: Using Drama and masks as a pedagogical tool to support identity development in adolescence, Creative Education
• 2015 Teaching The Arts: Early Childhood and Primary (2nd ed), Cambridge University Press
• 2015 Masks and Cultural Contexts Drama Education and Anthropology, International Journal of Sociology and Anthropology
• 2014 Dyspraxia, Drama and Masks: Applying the School Curriculum as Therapy, Journal of Applied Arts and Health
• 2012 Teaching The Arts: Early Childhood and Primary, Cambridge University Press
• 2009 Nelson Drama for Secondary Students, Cengage
• 2009 Introducing Stage Fighting to Stage 5, Journal of Education in the Dramatic Arts
• 2008 How To Pass Standard Grade Drama, Hodder Gibson
• 2008 The Importance of Being Earnest Learning and Teaching Guide, Learning Teaching Scotland
• 2006 Twelfth Night Learning and Teaching Guide, Learning Teaching Scotland
• 2005 Amang the Craws Learning and Teaching Guide, Learning Teaching Scotland
• 2002 Vsevolod Meyerhold Annotated Bibliography, Learning Teaching Scotland
• 2001 Devolved education, The Journal for Drama in Education
• 1998 Drama: The Merchant of Venice Learning and Teaching Guide, Scottish Consultative Council on the Curriculum

Professional Memberships

• Australian Teacher Education Association

Research Areas

• Education (13)
• Drama, Theatre And Performance Studies (190404)
• Special Education And Disability (130312)

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