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Level 4, 15 Moore Street, Canberra, ACT 2601, Australia

Editors

Our editors are both experienced academics and professional editors, which is what allows us to produce work of the very highest standard in the extremely specialised field of academic editing.

Dr Stewart Riddle, Editor at Capstone Editing

Dr Stewart Riddle

Editor

  • PhD (Education), University of Queensland
  • Master of Educational Studies, University of Queensland
  • Bachelor of Education, University of Queensland
  • Bachelor of Music, Queensland University of Technology
  • Graduate Certificate in Research Commercialisation, University of Queensland

Dr Stewart Riddle has over ten years’ experience as an education researcher and academic working in Australian universities. He currently holds a position as Senior Lecturer in the School of Teacher Education and Early Childhood at the University of Southern Queensland.

Prior to becoming an academic, Stewart was a high school English and music teacher. A passion for education has seen him develop a reputation as a sought-after research supervisor for doctoral, honours and masters students. Stewart has seen five doctoral students to successful completion and is currently supervising a further eight doctoral students working in the fields of education, social sciences, cultural studies and arts.

Stewart’s research interests include social justice and equity in education, music-based research practices and qualitative research methodologies. He has published several books, chapters and journal articles, as well as editing research books and journal special issues.

To the speciality of academic editing, Stewart brings his flair for the written English language developed over many years of teaching high school and university students the secrets of successful writing. He is particularly skilful at working with complex ideas and helping to simplify their exposition, which is an invaluable asset for Capstone Editing’s clients.

Stewart also plays bass in a band called Drawn from Bees.


Publications

Books and Book Chapters
  • Baroutsis, A., Riddle, S., & Thomson, P. (Eds.). (2018). Educational research and the media: Challenges and possibilities. Abingdon: Routledge.
  • Riddle, S. (2017). 'Do what sustains you': Desire and the enterprise university. In S. Riddle, M. K. Harmes, & P. A. Danaher (Eds.), Producing pleasure in the contemporary university (pp. 25–36). Rotterdam: Sense Publishers.
  • Riddle, S. (2018). An experiment in writing that flows. In S. Riddle, D. Bright, & E. Honan (Eds.), Writing with Deleuze in the academy: Creating monsters (pp. 61–72). Switzerland: Springer International Publishing.
  • Riddle, S. (2018). Producing the academic apparatus of the early career researcher-musician-educator. In L. Knight & A. Cutcher (Eds.), Arts-research-education: Connections and directions (pp. 173–184). Switzerland: Springer International Publishing.
  • Riddle, S. (2018). Resisting educational inequity and the ‘bracketing out’ of disadvantage in contemporary schooling. In S. Gannon, W. Sawyer, & R. Hattam (Eds.), Resisting educational inequality: Reframing policy and practice in schools serving vulnerable communities (pp. 17–30). Abingdon: Routledge.
  • Riddle, S., & Apple, M. W. (Eds.). (in press). Re-imagining education for democracy. Abingdon: Routledge.
  • Riddle, S., & Apple, M. W. (in press). Education and democracy in dangerous times. In S. Riddle, & M. W. Apple (Eds.), Re-imagining education for democracy. Abingdon: Routledge.
  • Riddle, S., & Cleaver, D. (2015). Speaking back to the mainstream from the margins: Lessons from one boutique senior secondary school. In K. Trimmer, A. Black & S. Riddle (Eds.), Mainstreams, margins and the spaces in-between: New possibilities for education research (pp. 170–182). Abingdon: Routledge.
  • Riddle, S., & Cleaver, D. (2017). Alternative schooling, social justice and marginalised students: Teaching and learning in an alternative music school. Basingstoke: Palgrave MacMillan.
  • Riddle, S., Black, A., & Trimmer, K. (2015). Researching in-betweens: Blurring the boundaries of education research. In K. Trimmer, A. Black & S. Riddle (Eds.), Mainstreams, margins and the spaces in-between: New possibilities for education research (pp. 1–12). Abingdon: Routledge.
  • Riddle, S., Bright, D., & Honan, E. (Eds.). (2018). Writing with Deleuze in the academy: Creating monsters. Switzerland: Springer International Publishing.
  • Riddle, S., Harmes, M., & Danaher, P. (Eds.). (2017). Producing pleasure within the contemporary university. Rotterdam: Sense Publishers.
  • Thomson, P., & Riddle. S. (2018). Who speaks for teachers? Social media and teacher voice. In A. Baroutsis, S. Riddle, & P. Thomson (Eds.), Educational research and the media: Challenges and possibilities (pp. 119–134). Abingdon: Routledge.
  • Baroutsis, A., Thomson, P., & Riddle. S. (2018). Concluding thoughts, provocations, and speculations on education research and media. In A. Baroutsis, S. Riddle, & P. Thomson (Eds.), Educational research and the media: Challenges and possibilities (pp. 180–190). Abingdon: Routledge.
  • Black, A., Trimmer, K., & Riddle, S. (Eds.). (2015). Mainstreams, margins and the spaces in-between: New possibilities for education research. Abingdon: Routledge.
  • Harmes, M. K., Danaher, P. A., & Riddle, S. (2017). Partaking of pleasure: Regenerating the working lives of university academics. In S. Riddle, M. K. Harmes, & P. A. Danaher (Eds.), Producing pleasure in the contemporary university (pp. 1–12). Rotterdam: Sense Publishers.
  • Honan, E., Bright, D., & Riddle, S. (2018). Bringing monsters to life through encounters with writing. In S. Riddle, D. Bright, & E. Honan (Eds.), Writing with Deleuze in the academy: Creating monsters (pp.1–14). Switzerland: Springer International Publishing.
  • Knight, L., & Riddle, S. (2018). Artists and transpedagogy: Possibilities for enriching teaching and learning through radical engagement with the arts. In L. Knight & A. Cutcher (Eds.), Arts-research-education: Connections and directions (pp. 123–133). Switzerland: Springer International Publishing.
  • Riddle, S. (2013). Looking for madness in the method: Rhizo-becoming in educational research. In W. Midgley, K. Trimmer & A. Davies (Eds.), Metaphors for, in and of Education Research (pp. 131–144). Cambridge: Cambridge Scholars Publishing.
  • Riddle, S. (2014). Musicking as literacy: Possibilities and pragmatisms. In G. Barton (Ed.), Literacy in the arts: retheorising learning and teaching (pp. 235–249). Switzerland: Springer International Publishing.
Journal Articles
  • Riddle, S., & Heffernan, A. (2018). Education and democracy for complex contemporary childhoods. Global Studies in Childhood, 8(4).
  • Fogarty, B., Riddle, S., Lovell, M., & Wilson, B. (2017). Indigenous education and literacy policy in Australia: Bringing learning back to the debate. Australian Journal of Indigenous Education. doi: 10.1017/jie.2017.18
  • Riddle, S. (2017). An experiment in educational research-creation using music as diagram. Qualitative Inquiry, 23(9), 732–740. doi:10.1177/1077800417725352
  • Riddle, S. (2017). Disrupting student voice in education research through music. Reconceptualizing Educational Research Methodology, 8(1), 1–13. doi:10.7577/rerm.2142
  • Riddle, S., & Cleaver, D. (2017). Working within and against the grain of policy in an alternative school. Discourse: Studies in the Cultural Politics of Education, 38(4), 498–510. doi:10.1080/01596306.2015.1105790
  • Riddle, S. (2015). Singing songs as a creative method for narrative inquiry in the English classroom. English in Australia, 50(3), 71–74.
  • Cleaver, D., & Riddle, S. (2014). Music as engaging, educational matrix: Exploring the case of marginalised students attending an ‘alternative’ music industry school. Research Studies in Music Education, 36(2), 245–256. doi: 10.1177/1321103X14556572
  • Riddle, S. (2013). Youth as rhizome: Music, machines, and multiplicities. Social Alternatives, 32(2), 45–48.
  • Riddle, S., & Cleaver, D. (2013). One school principal’s journey from the mainstream to the alternative. International Journal of Leadership in Education, 16(3), 367–378. doi: 10.1080/13603124.2012.732243