Professor Susan Danby’s areas of expertise are in language and social interaction, childhood studies, and early literacy. Her methodological interests include ethnomethodology and conversation analysis. She has published in the following areas: qualitative research, classroom discourse, helpline talk, gender, classroom interaction, early childhood education pedagogy, talk and interaction, childre's work and play, and teacher-student interactions.
Susan has two current Australian Research Council (ARC) Discoveries (2007-2009: helpline interactions on a national children’s helpline; 2006-2008: social worlds of twins and friendships) and one recently completed investigating young children’s participation in everyday decision-making (2004-2006). These cross-disciplinary ARC Discoveries reside in Education, Linguistics and Psychology, and the national priority areas of Early Years and E-health. Her research explicates the everyday social and interactional practices of children, showing their complex and competent work as they build their social worlds within school settings, homes and communities.
Susan’s doctoral thesis won the 1999 Australian Association for Research in Education (AARE) Doctoral Thesis Award and the 1999 Australian Early Childhood Association (AECA) and Telstra's Doctoral Thesis Award.
Susan’s teaching leadership is recognised in higher education pedagogy and doctoral course design. In 2007, the Faculty of Education invited her to lead a faculty-wide review of the postgraduate courses in the Faculty of Education. She coordinates, leads and teaches in university-wide postgraduate research student development programs and actively mentors early career academic staff.
Since her promotion in 2005, Susan has graduated four further doctoral candidates. She is a member of university governing committees (QUT Council, QUT Academic Board, QUT Research Degrees Committee) responsible for policy and implementation in research and university governance.