Dr Thomas Wanner
|Org Unit||Anthropology and Development Studies|
|Telephone||+61 8 8313 3084|
Thomas Wanner has a background in development studies, international political economy and international relations and politics. He is not a trained geographer but would fit into the cultural, environmental and political geography camps of human geography and the overall field of critical geography. His main research and teaching interests are in the fields of development studies, the international and national political economy of environment and development issues, and transformative and critical pedagogies. He is particularly interested in the power and knowledge structures and relationships in societies that produce specific meanings and practices of unsustainability and how to transform them to achieve social and ecological justice. Transformative change and critical pedagogies are a central part of his research and teaching. His teaching is characterised by a blended learning (using online learning tools to enhance the face-to-face teaching and learning) and student-centred approach.
Graduate Certificate in Online Learning (Higher Education), University of Adelaide
Doctor of Philosophy (International Political Economy), Flinders University of South Australia
Honours (Politics), University of Tasmania
Bachelor of Arts, University of Tasmania
- Environment and Development
- Governance and Sustainable Development
- Globalisation, Justice and a Crowded Planet (1st year)
- People and the Environment in the Asia-Pacific (Master)
- ICTs and Sustainability (Masters)
Ecopedagogy and Education for Sustainability
Pedagogies of E-Learning and Teaching in Higher Education
Climate change and Small Island Developing States
Gender and development: with a particular interest in men in development theory and practice; and gender and climate change
Global ecological governance and International Justice
Power, S. and Wanner T. (forthcoming). Improving sanitation in slums of Mumbai: an analysis of Human Rights-based Approaches for NGOs. Asian Studies Review.
Wanner, T. and Palmer, E. (2015). Personalising learning: exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education 88: 354-369.
Wanner, T. and Wadham, B. (2015). Men and Masculinities in International Development: 'Men-Streaming' Gender and Development? Development Policy Review 33(1): 15-32.
Wanner, T. (2015). Enhancing student engagement and active learning through just-in-time teaching and the use of PowerPoint. The International Journal of Teaching and Learning in Higher Education 27(1): 154-163.
Wanner, T. (2014). Parallel Universes: Student and Teacher Expectations and Interactions in Online vs Face-to-Face Teaching and Learning environments. ergo 3(3): 37-45.
Wanner, T. (2014). The 'New Passive Revolution' of the Green Economy and Growth Discourse: maintaining the 'sustainable development' of neoliberal capitalism. New Political Economy.
Ferguson, L., Elias, J., and Wanner, T. Gender and Development, in H. Weber (ed.) (2014). The Politics of Development. London: Routledge.
Wanner, T. and A. Rosser (2012). Building Neo-Liberal Markets and Other Agendas: the Politics of Risk Management at AusAID. Journal of Contemporary Asia 42(3): 447-663.
Wanner, T. (2009). Men-Streaming Food Security: Gender, Biodiversity and Ecological Sustainability.' The International Journal of Environmental, Cultural, Economic & Social Sustainability 5(3): 97-110.
Wanner, T. (2009). Climate Change Policies in Australia: Gender Equality, Power and Knowledge. World Academy of Science, Engineering and Technology 54: 432-437.
Wanner, T. (2008). Leaving Green Footprints: South Australia's Strategic Plan and Ecological Footprint. South Australian Geographical Journal 107: 86-102.
Wanner, (2007). The Bank's Greenspeak and Sustainable Development, in D. Moore (ed.). The World Bank: Development, Poverty, Hegemony. South Africa: University of Natal Press.
Association for Learning Technology (UK)
Fay Gale Centre, University of Adelaide
Higher Education and Research Group of Adelaide (HERGA)
Higher Education Research and Development Society of Australasia (HERDSA)
Indo-Pacific Governance Research Centre, University of Adelaide
National Climate Change Adaptation Research Facility (NCCARF), Network for Social, Economic and Institutional Dimensions
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Entry last updated: Thursday, 9 Aug 2018
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