Neal Dreamson
Associate Professor
Department of Technology and Society
SUNY Korea
Email:  Neal.Dreamson@sunykorea.ac.kr; Neal.Dreamson@stonybrook.edu
Personal Web sites:
Google Scholar: https://scholar.google.com/citations?hl=en&user=LH0DyEgAAAAJ
I use SNSs only for professional purposes.


Degrees:
Ph.D. Socio-cultural philosophy, University of Queensland
DDES. Online user experience design, Swinburne University of Technology
Research Interests: Technological Education; Cultural-Religious Diversity; Intercultural Education; Socio-cultural Philosophy; Digital Literacy; Digital Pedagogy; Global Citizenship Education; Learning Theories; Educational Metaphysics; Doctoral Education; Sustainable Education; Educational Policy; Higher Education; Learning Management Systems; Cross-Cultural Design; User Experience Design; Meta-Case Methodology.


Biography:
Prior to joining DTS SUNY Korea, I had worked in multiple Australian universities such as School of Teacher Education and Leadership, Queensland University of Technology (2010-2020); Department of Interactive, Visual Design; Animation, Creative Industries Faculty at Queensland University of Technology (2008-2010); Department of IT and Multimedia at Central Queensland University (2005-2008); and Department of Multimedia Design at Monash University (2002-2005). My interdisciplinary research and teaching capacity has been built based on two earned doctoral degrees: A Doctor of Philosophy (PhD, 2016) titled, Interculturality: A metaphysical manifest for rethinking cultural diversity and reinventing intercultural interaction in education, and a Doctor of Design (DDES, 2007) titled, Interactive user experience design: Creating an effective online experience. While he was working for QUT, I had participated in and/or led eight nationally competitive funded projects (over A$0.6 million).


Current research:
I have published three research books with Routledge:
1) Critical Understandings of Digital Technology in Education: Meta-Connective Pedagogy
(2019);
2) Pedagogical Alliances between Indigenous and Non-Dualistic Cultures: Meta-Cultural
Education (2018); and
3) Reinventing Intercultural Education: A Metaphysical Cultural Diversity (2018).
These books are outcomes of my inter- and trans-disciplinary research engagement in digital technology in education, multi-, inter-, and trans-cultural education, and education metaphysics.

I am currently writing my fourth research book titled, Cultural Diversity Pedagogy and Meta-Case Design. This book is to (a) investigate cultural diversity by articulating a methodological-pedagogical framework based on a critical review of multi-, cross-, inter-, and trans-cultural understandings and (b) present relevant eight case studies in primary school settings through (c) a newly developed meta-case design research methodology that reconfigures the cases by articulating and analysing the metaphysical boundaries in order to enhance authenticity.


I am currently holding an adjunct associate professorship at Faculty of Education, QUT to
continue to supervise my 7 PhD candidates. Their research areas cover STEM education, game-based learning, sustainable education, cross-cultural interface design, MOOCs education, music teacher education, and mobile learning (see the link for further details).


Teaching:
My teaching practices in universities have covered interdisciplinary and transdisciplinary as well as intradisciplinary study areas. I have developed new interdisciplinary, faculty (college), and inter-faculty courses and delivered disciplinary courses in IT, creative industries, multimedia, design, and education. Pedagogical-methodologically, using design-based research, case study research, and critical discourse analysis, I have identified stakeholders’ psycho-socio-cultural needs and facilitated integrated curricular approaches to contemporary societal, cultural, educational and technological problems. My teaching philosophy is a learning community approach including myself as an active participant that has been used in my cross-teaching areas in a way to facilitate students’ critical engagement in emergent learning spaces and their active participation through demonstrative pedagogy and student ownership of learning.


Professor/Student Research Groups: 
My international scholarly engagement has been demonstrated through participating
international journals and conferences as an editorial board member, an editor, an appointed reviewer/panel, and an invited speaker. My most frequent and significant engagement is found in the following three journals:
1) Multicultural Education Review (Co-Editor);
2) Higher Education Research & Development (Associate Editor); and
3) International Journal of Art and Design Education (Appointed Reviewer).
Thanks to my ex- and current research students and their culturally diverse backgrounds, I have been engaged in the field of Doctoral Education (or graduate research education). In 2019, I had held a series of informal seminars with them and developed critical discourses on various topics including critical thinking versus cultural thinking; culturally inclusive and responsive research questions; intercultural research supervision and relationships with supervisors (advisors); supervisor identities; intercultural engagement in literature review; culturally engaged conceptual-theoretical frameworks; meta-methodology and methodological relationism; meta-cultural understanding of human research ethics; thesis (dissertation) examiners’ identities; and metaphysical research planning.


I am always willing to help researchers and research students who need ‘critical’ support on their work and be their ‘critical friend’, which I believe is part of my commitment to social responsibility.