Faculty of Education - Research Publications
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ItemAffective enactments of class: attuning to events, practice, capacity(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2023-09-03)Based on empirical research with working-class students studying in Australian universities, this article frames class as a structuring relation, but also as a series of affective events, through which we emphasise capacities. Putting the concept of class in conversation with two analytics of affect, we show how class is a relational site of struggle in which subjectivities and socio-material arrangements come together to produce emergent yet patterned effects. Lines of inquiry are opened up that go beyond the reproduction of inequalities, which tends to command attention in customary critical class analysis. Class struggle is enacted via events of an affective-discursive-material kind that constrain and capacitate. While working-class identifications are normatively devalued, working-class students hold on to them, enacting classed subjectivities affirmatively. We suggest that expanding class analysis to include affective capacities illuminates new dimensions of class struggle.
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ItemEnacting affirmative ethics in education: a materialist/ posthumanist framing(Taylor & Francis (Routledge), 2022-01-01)The aim of this article is to explore the worth of a materialist/posthumanist approach to ethics, specifically affirmative ethics (Braidotti, 2018, 2019a), within the field of education. I work empirical material that ‘does’ this ethics in classrooms and draw on Deleuze’s (1988) ethically guided materialism as taken up by Braidotti (2019b), to gain purchase on it. Defined as a relational matter of human and non-human powers of acting in pursuit of affirmative values, affirmative ethics focuses up relations, forces and affects. It poses considerable challenges to a normalised construction of ethics as located solely within a constituted human subject with moral intentionality as its core. Affirmative ethics presents empirically as an emergent property of relational assemblages of human and more than human elements that bring ethical subjectivity into effect. Pedagogy and curriculum perform a constitutive role in these assemblages, as does pedagogic affect, showing how this ethics can be activated. A materialist affirmative ethics makes for a multi-faceted and generative practice of ethics. Oriented to collectivity and with relationality ‘built-in’, it has the potential to play a significant role in the reconstitution of individualised subjectivity which neoliberal modes of governance continue to advance in education.
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ItemAffecting advantage: class relations in contemporary higher education(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2023-03-15)This article explores the role of affect in addressing the advantage conventionally accorded to high socio-economic status (SES) in higher education (HE) and how this advantage plays out for students from low SES backgrounds. Positioned as the ‘other’ to an assumed norm, the capacities of these students can be considered the ‘wrong’ capacities, such that privilege prevails. Drawing on interview data from a project undertaken in Australia with female postgraduate students from low SES backgrounds, we bring a pluralised affective capacities approach to bear. We argue that thinking class (dis)advantage with affect has considerable political potential. Affect emerges as a key site through which the normative and transformative capacities of the classed subject emerge. Attuning to affective dissonance, responsivity and capacities, we challenge the advantage afforded high socio-economic status in HE. We demonstrate how a focus on affective relations creates more complex constructions of ‘advantage’ and disrupts deficit framings–shifts the normative class positions on which HE relies and does so affirmatively.
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ItemEarly psychosis workforce development: Core competencies for mental health professionals working in the early psychosis field(WILEY, 2019-04)AIM: The aim of this study was to identify the core competencies required of mental health professionals working in the early psychosis field, which could function as an evidence-based tool to support the early psychosis workforce and in turn assist early psychosis service implementation and strengthen early psychosis model fidelity. METHOD: The Delphi method was used to establish expert consensus on the core competencies. In the first stage, a systematic literature search was conducted to generate competency items. In the second stage, a panel consisting of expert early psychosis clinicians from around the world was formed. Panel members then rated each of the competency items on how essential they are to the clinical practice of all early psychosis clinicians. RESULTS: In total, 1023 pieces of literature including textbooks, journal articles and grey literature were reviewed. A final 542 competency items were identified for inclusion in the questionnaire. A total of 63 early psychosis experts participated in 3 rating rounds. Of the 542 competency items, 242 were endorsed as the required core competencies. There were 29 competency items that were endorsed by 62 or more experts, and these may be considered the foundational competencies for early psychosis practice. CONCLUSION: The study generated a set of core competencies that provide a common language for early psychosis clinicians across professional disciplines and country of practice, and potentially are a useful professional resource to support early psychosis workforce development and service reform.
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ItemA politics of affect: Re/assembling relations of class and race at the museum(Elsevier, 2021-02-19)This article takes as its focus a politics of affect and its potentially transformative effects. Drawing on feminist new materialism and the process philosophy of Deleuze, I map moments in which this politics is enacted as school children encounter museum exhibits designed to address issues of class and race. Taking affect to be a matter of the capacity of bodies to affect and be affected, I attend to how the body's power of acting is increased or diminished through these encounters. Affect emerges as central to negotiations around issues relating to class and race, with some assemblages produced being particularly able to effect changes in capacities. Politics presents as a process of affective encounter through which dominant cultural norms of class and race can be contested and their exclusions ‘undone’. The argument is made that a politics of affect has the potential to unsettle normative power relations and address issues of social inequality and do so in an affirmative way. And, that attending to affect extends identity-based framings of class and race by bringing the constitutive role and contribution of the material, the micropolitical and the radically relational into view.
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ItemLearning spaces and pedagogic change: envisioned, enacted and experienced(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2015)Building on work in how spaces of learning can contribute to the broader policy agenda of achieving pedagogic change, this article takes as its context the Building the Education Revolution infrastructure programme in Australia. Deploying a sociomaterial approach to researching learning spaces and pedagogic change and drawing on data from interviews conducted with senior leaders, teachers and students in schools with flexible learning spaces, we report on pedagogic change as envisioned for, and enacted and experienced in, these spaces. It was found that there is no causal link between learning spaces and pedagogic change. Rather, pedagogic change is encompassed within multiple sets of relations and multiple forms of practice. We see promise for the emerging field of learning spaces in thinking about space from a relational, sociomaterial perspective. This approach pursues a non-dualist analysis of the space–pedagogy relation and offers less deterministic causal accounts of change than those that are commonly made in the popular and policy literatures.
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ItemPolicy matters: de/re/territorialising spaces of learning in Victorian government schools(Taylor & Francis, 2016)This article seeks to augment an emerging interest in education policy research in enactment theorising, to explicitly consider the role and contribution of materiality in this theorising. Guided by the notion of policy matters, the article takes as its empirical context a major policy initiative,the Building the Education Revolution infrastructure programme, which commenced in Australia in 2009 and saw funding distributed to schools to develop new learning spaces and facilities. Deploying a sociomaterial approach to researching policy, and bringing selected Deleuzian concepts to bear, this programme is traced as it is playing out presently in Victorian government schools. The argument is made that understanding policy objects such as these ‘open’ and ‘flexible’ learning spaces as being in a perpetual state of ‘becoming’ is especially useful in the context of education policy where rationalistic approaches tend to prevail. It opens a space for re-imagining education policy and the politics of this policy by crediting the idea that materialising processes such as architecture and facilities matter in education policy. They are performative agents with interventionist possibilities regarding schools’ curricular and pedagogic outcomes and goals.
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ItemRe/assembling spaces of learning in Victorian government schools: policy enactments, pedagogic encounters and micropolitics(Taylor & Francis, 2015)The significant public investment that has been made over the past decade in the educational infrastructure of universities, colleges and schools has prompted increasing interest in the re-consideration of learning and the spaces in which learning takes place. Set within policy interest in Australia in how spaces can contribute to the broader policy agenda of achieving an ‘Education Revolution’, this article takes as its context the Building the Education Revolution (BER) infrastructure programme. Promoting the idea of twenty-first century learning in open, flexible learning spaces, this programme embeds a particular view of pedagogic practice and the spaces in which it is performed. Deploying data from video case studies of how government schools within the state of Victoria are utilising these spaces to improve teaching and students’ learning, I trace education policy in action utilising an analytic of assemblage. In the empirical complexity of the passage of BER policy in schools, learning spaces emerge as open and closed, flexible and contained, heterogeneous and homogeneous; pedagogic practices are similarly seemingly paradoxical – learner centred and teacher-centred, individualised and directly instructional or whole-group. The argument is made that this ontological variability is a site of micropolitics through which the predilections of BER policy are substantially challenged.
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ItemEmbodied Practices: Enacting Experiential Learning In Classroom And Community Settings(University of Technology Sydney Press, 2008)
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ItemPerforming curriculum change in school and teacher education: an actor-network theory account(Australian Curriculum Studies Association, 2007)