Dr Cynthia Nelson
ph: (02) 9351 4657
fax: (02) 9351 4331
Cynthia D Nelson is a Senior Lecturer at The University of Sydney's Institute for Teaching and Learning, where she works in the following areas: research supervision development and leadership, teaching in the Graduate Certificate in Educational Studies (Higher Education) and in the Masters of Education coursework degrees, academic literacies and curriculum renewal, and grant development. She is also an active member of the Supervision Working Party and the Annual Progress Review Working Party (under the auspices of the University’s Senior Executive Group Research Training Committee).
Her research projects focus on three main areas: research writing practices and pedagogies; social identities in education contexts; and narrative and performance writing, including research-based theatre.
Dr Nelson is on the editorial board of the Journal of Language and Sexuality (John Benjamins), reviews papers for top journals in applied linguistics and education, and has assessed grant applications for the Australia Research Council as an 'Expert of international standing'. She has been an invited speaker at universities and national and international conferences in Australia, Japan and the US.
She has a PhD in Applied Linguistics (Macquarie), a Master of Arts in Teaching (ESL) (Washington), and a BA in English (Washington).
Nelson, C.D. (2009). Sexual identities in English language education: Classroom conversations. New York: Routledge.
Nelson, C.D. (2006). Guest editor of the international refereed Journal of Language, Identity, and Education. Vol 5, Issue 1.
Nelson, C.D. (in press for 2013). From transcript to playscript: Dramatising narrative research. In G. Barkhuizen (Ed.) Narrative Research in Applied Linguistics. Cambridge University Press.
Nelson, C.D. (2010). Vanishing acts. In D. Nunan & J. Choi (Eds.) Language and culture: Reflective narratives and the emergence of identity (pp.170-176). London: Routledge.
Nelson, C.D. (2007). Queer thinking about language teaching: An overview of published work. In H. Decke-Cornill & L. Volkmann (Eds.) Gender studies and foreign language education (pp. 63-76).Tübingen, Germany: Gunter Narr Verlag.
Nelson, C.D. (2006). A teoria queer em lingüística aplicada: Enigmas sobre ‘sair do armário’ em salas de aula globalizadas. In Moita-Lopes, L.P. (Ed. & trans.), Por uma lingüística aplicada indisciplinar [Towards a transdisciplinary applied linguistics] (pp. 215-232). São Paulo: Parábola.
Nelson, C.D. (2004). Beyond straight grammar: Using lesbian/gay themes to explore cultural meanings. In B. Norton & A. Pavlenko (Eds.) Gender and English language learners (pp. 15-28).Waldorf, Maryland: TESOL. [NB: All TESOL-related publications in this references list have been posted with the permission of TESOL and may not be reproduced. For permanent access please see www.TESOL.org/bookstore.]
Ó’Móchain, R., Mitchell, M., and Nelson, C.D. (2003). Dialogues around: “Heterosexism in ESL: Examining our attitudes” and “Sexual identities in ESL: Queer theory and classroom inquiry” by Cynthia Nelson (1993, 1999). In J. Sharkey & K.E. Johnson (Eds.), The TESOL Quarterly dialogues: Rethinking issues of language, culture and power (pp.123-140) . Waldorf, Maryland: TESOL.
Nelson, C.D. (2002). What might queer theory mean educationally? A perspective from ESL. In K. Robinson, T. Ferfolja & J. Irwin (Eds.) From here to diversity: The social impact of lesbian and gay issues in education in Australia (pp. 43-53). New York: Harrington Park Press. [Published simultaneously as an article in Journal of Gay and Lesbian Social Services, 14(2):43-53]
Refereed journal papers
Nelson, C.D. (in press for 2013). Live theatre: A dynamic medium for engaging with intercultural education research. Intercultural Education.
Nelson, C.D. (2012). Emerging queer epistemologies in studies of 'gay'-student discourses. Journal of Language and Sexuality, 1(1): 79-105.
Nelson, C.D. (2011). Narratives of classroom life: Changing conceptions of knowledge. TESOL Quarterly, 45(3):463-485.
Nelson, C.D. (2010). A gay immigrant student’s perspective: Unspeakable acts in the language class. TESOL Quarterly, 44(3):441-464.
San Miguel, C. & Nelson, C.D. (2007). Key writing challenges of practice-based doctorates. Journal of English for Academic Purposes, 6(1):71-86.
Nelson, C.D. (2005). Crafting researcher subjectivity in ways that enact theory. Journal of Language, Identity, and Education, 4(4):315-320.
Nelson, C.D. (2005). Transnational/Queer: Narratives from the contact zone. Journal of Curriculum Theorizing, 21(2):109-117.
Nelson, C.D. (2004). A queer chaos of meanings: Coming out conundrums in globalised classrooms. Journal of Gay and Lesbian Issues in Education, 2(1): 27-46.
Nelson, C.D. and San Miguel, C. (2003). Designing doctoral writing workshops that problematise textual practices. Hong Kong Journal of Applied Linguistics, 8(2):116-136.
Nelson, C. (1999). Sexual identities in ESL: Queer theory and classroom inquiry. TESOL Quarterly, 33(3):371-391.
Nelson, C. (1993). Heterosexism in ESL: Examining our attitudes. TESOL Quarterly, 27(1):143-150.
Nelson, C.D. (2005). ESL, teaching of. In J. Sears (Ed.) Youth, education, and sexualities: An international encyclopedia [two volumes](pp. 299-303).Westport, Connecticut: Greenwood.
Nelson, C. (1999/2003). Sexual identities in ESL: Queer theory and classroom inquiry. Reproduced on a CD-ROM accompanying Sharkey, J. & Johnson, K.E. (Eds.) The TESOL Quarterly dialogues: Rethinking issues of language, culture and power. Waldorf, Maryland: TESOL.
[This article is posted with the permission of TESOL and may not be reproduced. Please visit www.tesol.org/bookstore for permanent access to this book chapter.]
Nelson, C. (1993/2003). Heterosexism in ESL: Examining our attitudes. Reproduced on a CD-ROM accompanying Sharkey, J. & Johnson, K.E. (Eds.) The TESOL Quarterly dialogues: Rethinking issues of language, culture and power. Waldorf, Maryland: TESOL.