Sue Stack, PhD


Education Facilitation, Curriculum Design and Research







I am interested in projects which engage stakeholders in deep participative inquiry to enable the co-creation of new imaginative possibilities to enhance the world....bringing forth our collective wisdom and building our capacities.

Some of my recent projects have involved complex or "wicked" problems, which require news ways of learning, thinking, and relating. These wicked issues include Climate Change, Disaster Management and Education Futures.

I am interested in what it means to thrive; what builds meaning, creativity, passion, agency, intimacy, generosity and wisdom in a world that is sustainable, socially just, prosperous and spiritually alive.

I work collaboratively with teachers, trainers, leaders, experts, organisations and schools in ways that honour and catalyse inner aspirations, depth and creativity while helping to bring new integrative frames or thinking that can lead to strategic embodied actions and transformation to collaboratively envisioned cultures and futures.

Please contact me if you would like to talk about a possible collaboration.   Email


Drawing on holistic and integral methods and theory:

  • trans-disciplinary frameworks and processes;

  • reflective and transformative processes;

  • participatory action inquiry, communities of practice, co-creative processes, co-presencing and embodied wise action;

  • values-based, connected, dialogical, caring;

  • narrative inquiry, ethnography, causal layered analysis, cultural modelling;

  • evaluative research.

  Research Fellow, Faculty of Education, University of Tasmania

Visiting Research Fellow, Institute of Adult Learning, Singapore

Education Facilitator, Bushfire Cooperative Research Centre, Australia


Some recent projects

 Pl metaphors




seven ways of inquiry

















Tools for Re-imagining Learning 

Working with leaders of training and curriculum design in Singapore to re-imagine learning, deepen pedagogical understanding and to explore innovative possibilities from a micro level (learning design) to macro level (system) through practitioner research, drawing on holistic and integral models and processes. Developing new metaphors for professional learning models and resources to enable "meta" thinking within a culturally transformative frame of learning.
A collaboration with the Singapore Institute of Adult Learning. Website and resources

Organisational Reflective Learning 

Working with leaders on the Fireground of the catastrophic 2013 Inala Rd Fire (Tasmania) to draw out their lived experiences leading to the development of an immersive reflective experience for leaders across several fire management organisations in Tasmania. This aimed to encourage transformation of perspectives of participants, in particular around the role and value of authentic reflective learning and invite cultural movement of their organisations to reflective learning organisations. A collaboration between the Bushfire CRC and the Tasmania Fire Service.

Planning and Managing for Climate Change

Developing problem-based collaborative on-line learning for post-graduate planners and managers to build their capacities to work with 'wicked' problems. A collaboration between the Bushfire CRC, Tasmanian Fire Service and School of Geography, University of Tasmania.  Bushfire Case Study.

Implications of the National Broadband Network for education

Working with leaders of ICT and e-learning to imagine value-based approaches to enabling connected learning in Tasmania. Development of frames that enabled diverse, excluded and competing views to be valued and included. This helped to develop more nuanced and relational insights, encouraging a culture of discourse across boundaries. A collaboration between the University of Tasmania and the Tasmanian Department of Education.  

Critical Numeracy

Action research project with mathematics educator, Professor Jane Watson, facilitating  maths and other teachers to develop a critical numeracy practice. This required considerable transformation of pedagogies and led to insights informing the building of a resource for other teachers. A collaboration between the University of Tasmania and the Tasmanian Department of Education.  Website with activities.

  Some publications and research

Stack, S. (2013). Science education, integral inquiry, transformation and possibility, Cultural Studies of Science Education, 8 (3) ISSN 1871-1502 [Refereed Article]

Stack, S., Watson, J. & Abott-Chapman, J. (2013). The national broadband network and the challenges of creating connectivity in education: The case of Tasmania, Australasian Journal of Educational Technology, 2013, 29(2). [Refereed Article]

Stack, S. and Owen, C. (2012). Evaluation Report: 2012 Cobaw Staff Ride Program.  [Consultancy report]

Stack, S & Bound, H. (2012). Tools for Learning Design Project: Exploring new approaches to professional learning: Deepening pedagogical understanding of Singapore CET trainers through meta-cognition and practitioner-based research [Consultancy report]

Stack, S. & Davidson, J. (2011) An innovative approach to planning education for post-normal times: a case study involving enhanced bushfire risk in peri-urban areas. 3rd World Planning Schools Congress, Perth (WA), 4-8 July 2011 [Conference paper]

Stack, S., Watson, J. & Abbott-Chapman, J. (2011) The challenges of creating connectivity for Tasmanian education: the NBN in education project. [Consultancy report]

Stack, S., Beswick, K., Kenny, J., Brown, N., Bound, H., Fluck, A. & Abbott-Chapman, J. (2011). Putting Partnership at the Centre of Teachers' Professional Learning in Rural and Regional Contexts: Evidence from Case Study Projects in Tasmania. Australian Journal of Teacher Education, 36(12).  [Refereed Article]

Stack, S., Watson, J., Hindley, S., Samson, P and Devlin, R. (2010)  ‘What's average?’, Australian Mathematics Teacher, 66 (3) pp. 7-16. ISSN 0045-0685 [Refereed Article]

Stack, S. (2010) Expanding our vision in the teaching of University science - coming to know our students in Esbjorn-hargens, S. Reams J.,  Gunnlaugson, O. (eds) Integral Education: New Directions for Higher Learning. pp 257 -270. State University of NY: Suny Press [Refereed Chapter]

Stack, S. (2007) Integrating Science and Soul in Education:The lived experience of a science teacher bringing holistic and integral perspectives to the transformation of science teaching. [Dissertation]   Digital thesis repository (whole thesis download) or thesis website (chapter downloads)


Some Holistic Education resources for teachers

I am co-founder of the Holistic Education Network Tasmania - www.hent.org

Heart of Education Blog

I was a teacher of Year 11/12 journalism, physics and maths for 10 years. Here are some generic resources that might be useful for teachers:

Science and Soul Power point   Part 1     Part 2

Making the ordinary meaningful - paper presented at International Holistic Education Conference, Guadalajara, Mexico, 2000

Visualisation, relaxation and connection-  introductory guidelines for teachers

Using a reflective folio - ideas for teachers

Philosophy for Children - a classroom experience - come inside

Praise - a classroom story - be inspired 

Journalism Blog - innovation project for Year 11/12 in 2006