Erica L. McWilliam

From literacy to multiliteracies : diverse learners and pedagogical practice (2009)

In this paper, we provide specific examples of the educational promises and problems that arise as multiliteracies pedagogical initiatives encounter conventional institutional beliefs and practices...

From literacy to multiliteracies : diverse learners and pedagogical practice (2009)

In this paper, we provide specific examples of the educational promises and problems that arise as multiliteracies pedagogical initiatives encounter conventional institutional beliefs and practices...

From literacy to multiliteracies : diverse learners and pedagogical practice (2009)

In this paper, we provide specific examples of the educational promises and problems that arise as multiliteracies pedagogical initiatives encounter conventional institutional beliefs and practices...

From vapourousness to visibility : what might evidence of creative capacity building actually look like? (2008)

In this paper, we provide specific examples of the educational promises and problems that arise as multiliteracies pedagogical initiatives encounter conventional institutional beliefs and practices...

McWilliam, Erica L., Dawson, Shane P., Tan, Jennifer Pei-Ling

The paper seeks to warrant the authors’ claim that creative capacity building can, at least in substantive part, be made visible through empirical processes of inquiry. To do so, the authors...

Cognitive playfulness, creative capacity and generation ‘C’ learners (2008)

Educating the creative workforce : new directions for 21st century schooling (2008)

This paper draws on an ongoing doctoral study of student engagement with new digital media technologies in a formal schooling environment to demonstrate the importance of playfulness as a learning...

Transdisciplinarity for creative futures : what barriers and opportunities? (2008)

This article sets out reasons for arguing that creativity is not garnish to the roast of industry or of education—i.e. the reasoning behind Mihalyi Csikszentmihalyi's insistence that creativity is...

McWilliam, Erica L., Hearn, Gregory N., Haseman, Bradley C.

The call to 'creativity' has become increasingly familiar as a catch-phrase of higher education policy. Much current academic and policy discussion, however, is based on assertions of the importance...

Digital or Diligent? Web 2.0's challenge to formal schooling (2008)

Cognitive playfulness, Creative Capacity and Generation 'C' Learners (2008)

This paper explores the tensions that arise for young people as both 'digital kids' and 'diligent students'. It does so by drawing on a study conducted in an elite private school, where the tensions...

Digital or Diligent? Web 2.0's challenge to formal schooling (2008)

This paper draws on an ongoing doctoral study of student engagement with new digital media technologies in a formal schooling environment to demonstrate the importance of playfulness as a learning...

Cognitive playfulness, Creative Capacity and Generation 'C' Learners (2008)

This paper explores the tensions that arise for young people as both 'digital kids' and 'diligent students'. It does so by drawing on a study conducted in an elite private school, where the tensions...

Digital or Diligent? Web 2.0's challenge to formal schooling (2008)

This paper draws on an ongoing doctoral study of student engagement with new digital media technologies in a formal schooling environment to demonstrate the importance of playfulness as a learning...

Cognitive playfulness, Creative Capacity and Generation 'C' Learners (2008)

This paper explores the tensions that arise for young people as both 'digital kids' and 'diligent students'. It does so by drawing on a study conducted in an elite private school, where the tensions...

Digital or Diligent? Web 2.0's challenge to formal schooling (2008)

This paper draws on an ongoing doctoral study of student engagement with new digital media technologies in a formal schooling environment to demonstrate the importance of playfulness as a learning...

Cognitive playfulness, Creative Capacity and Generation 'C' Learners (2008)

This paper explores the tensions that arise for young people as both 'digital kids' and 'diligent students'. It does so by drawing on a study conducted in an elite private school, where the tensions...

From vapourousness to visibility : what might evidence of creative capacity building actually look like? (2008)

This paper draws on an ongoing doctoral study of student engagement with new digital media technologies in a formal schooling environment to demonstrate the importance of playfulness as a learning...

McWilliam, Erica L., Dawson, Shane P., Tan, Jennifer Pei-Ling

The paper seeks to warrant the authors’ claim that creative capacity building can, at least in substantive part, be made visible through empirical processes of inquiry. To do so, the authors...

Cognitive playfulness, creative capacity and generation ‘C’ learners (2008)

Digital or Diligent? Web 2.0's challenge to formal schooling (2008)

This paper draws on an ongoing doctoral study of student engagement with new digital media technologies in a formal schooling environment to demonstrate the importance of playfulness as a learning...

Cognitive playfulness, Creative Capacity and Generation 'C' Learners (2008)

This paper explores the tensions that arise for young people as both 'digital kids' and 'diligent students'. It does so by drawing on a study conducted in an elite private school, where the tensions...

From vapourousness to visibility : what might evidence of creative capacity building actually look like? (2008)

This paper draws on an ongoing doctoral study of student engagement with new digital media technologies in a formal schooling environment to demonstrate the importance of playfulness as a learning...

McWilliam, Erica L., Dawson, Shane P., Tan, Jennifer Pei-Ling

The paper seeks to warrant the authors’ claim that creative capacity building can, at least in substantive part, be made visible through empirical processes of inquiry. To do so, the authors...

Cognitive playfulness, creative capacity and generation ‘C’ learners (2008)

Digital or Diligent? Web 2.0's challenge to formal schooling (2008)

This paper draws on an ongoing doctoral study of student engagement with new digital media technologies in a formal schooling environment to demonstrate the importance of playfulness as a learning...

Cognitive playfulness, Creative Capacity and Generation 'C' Learners (2008)

This paper explores the tensions that arise for young people as both 'digital kids' and 'diligent students'. It does so by drawing on a study conducted in an elite private school, where the tensions...

From vapourousness to visibility : what might evidence of creative capacity building actually look like? (2008)

This paper draws on an ongoing doctoral study of student engagement with new digital media technologies in a formal schooling environment to demonstrate the importance of playfulness as a learning...

McWilliam, Erica L., Dawson, Shane P., Tan, Jennifer Pei-Ling

The paper seeks to warrant the authors' claim that creative capacity building can, at least in substantive part, be made visible through empirical processes of inquiry. To do so, the authors present...

Cognitive playfulness, creative capacity and generation 'C' learners (2008)

Educating the creative workforce : new directions for 21st century schooling (2008)

This paper draws on an ongoing doctoral study of student engagement with new digital media technologies in a formal schooling environment to demonstrate the importance of playfulness as a learning...

Transdisciplinarity for creative futures : what barriers and opportunities? (2008)

This article sets out reasons for arguing that creativity is not garnish to the roast of industry or of education—i.e. the reasoning behind Mihalyi Csikszentmihalyi's insistence that creativity is...

McWilliam, Erica L., Hearn, Gregory N., Haseman, Bradley C.

The call to 'creativity' has become increasingly familiar as a catch-phrase of higher education policy. Much current academic and policy discussion, however, is based on assertions of the importance...

Digital or Diligent? Web 2.0's challenge to formal schooling (2008)

Cognitive playfulness, Creative Capacity and Generation 'C' Learners (2008)

This paper explores the tensions that arise for young people as both 'digital kids' and 'diligent students'. It does so by drawing on a study conducted in an elite private school, where the tensions...

From vapourousness to visibility : what might evidence of creative capacity building actually look like? (2008)

This paper draws on an ongoing doctoral study of student engagement with new digital media technologies in a formal schooling environment to demonstrate the importance of playfulness as a learning...

McWilliam, Erica L., Dawson, Shane P., Tan, Jennifer Pei-Ling

The paper seeks to warrant the authors’ claim that creative capacity building can, at least in substantive part, be made visible through empirical processes of inquiry. To do so, the authors...

Cognitive playfulness, creative capacity and generation ‘C’ learners (2008)

Educating the creative workforce : new directions for 21st century schooling (2008)

This paper draws on an ongoing doctoral study of student engagement with new digital media technologies in a formal schooling environment to demonstrate the importance of playfulness as a learning...

Transdisciplinarity for creative futures : what barriers and opportunities? (2008)

This article sets out reasons for arguing that creativity is not garnish to the roast of industry or of education—i.e. the reasoning behind Mihalyi Csikszentmihalyi's insistence that creativity is...

McWilliam, Erica L., Hearn, Gregory N., Haseman, Bradley C.

The call to 'creativity' has become increasingly familiar as a catch-phrase of higher education policy. Much current academic and policy discussion, however, is based on assertions of the importance...

Digital or Diligent? Web 2.0's challenge to formal schooling (2008)

Cognitive playfulness, Creative Capacity and Generation 'C' Learners (2008)

This paper explores the tensions that arise for young people as both 'digital kids' and 'diligent students'. It does so by drawing on a study conducted in an elite private school, where the tensions...

From vapourousness to visibility : what might evidence of creative capacity building actually look like? (2008)

This paper draws on an ongoing doctoral study of student engagement with new digital media technologies in a formal schooling environment to demonstrate the importance of playfulness as a learning...

McWilliam, Erica L., Dawson, Shane P., Tan, Jennifer Pei-Ling

The paper seeks to warrant the authors’ claim that creative capacity building can, at least in substantive part, be made visible through empirical processes of inquiry. To do so, the authors...

Cognitive playfulness, creative capacity and generation ‘C’ learners (2008)

Educating the creative workforce : new directions for 21st century schooling (2008)

This paper draws on an ongoing doctoral study of student engagement with new digital media technologies in a formal schooling environment to demonstrate the importance of playfulness as a learning...

Transdisciplinarity for creative futures : what barriers and opportunities? (2008)

This article sets out reasons for arguing that creativity is not garnish to the roast of industry or of education—i.e. the reasoning behind Mihalyi Csikszentmihalyi's insistence that creativity is...

McWilliam, Erica L., Hearn, Gregory N., Haseman, Bradley C.

The call to 'creativity' has become increasingly familiar as a catch-phrase of higher education policy. Much current academic and policy discussion, however, is based on assertions of the importance...

Killing me softly: the 'making up' of the educational leader (2007)

Killing me softly: the 'making up' of the educational leader (2007)

This paper examines how emotional literacy works as a ‘new humanist’ knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It does so in...

Killing me softly: the 'making up' of the educational leader (2007)

This paper examines how emotional literacy works as a ‘new humanist’ knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It does so in...

Managing ‘Nearly Reasonable’ Risk in the Contemporary University (2007)

This paper examines how emotional literacy works as a ‘new humanist’ knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It does so in...

Managing ‘Nearly Reasonable’ Risk in the Contemporary University (2007)

This paper inquires into risk-consciousness as a political and moral imperative that is reconstituting the nature and purposes of university systems, policies and processes. It discusses the...

Managing ‘Nearly Reasonable’ Risk in the Contemporary University (2007)

This paper inquires into risk-consciousness as a political and moral imperative that is reconstituting the nature and purposes of university systems, policies and processes. It discusses the...

This paper inquires into risk-consciousness as a political and moral imperative that is reconstituting the nature and purposes of university systems, policies and processes. It discusses the...

In the context of the recent announcement of educational revolution as the promise of national Labor policy, we re-interrogate the promises that have been made by educational insiders (teachers and...

From Passive Consumers to Active Producers: Students as Co-Teachers in a Popular Music Program (2007)

In the context of the recent announcement of educational revolution as the promise of national Labor policy, we re-interrogate the promises that have been made by educational insiders (teachers and...

Learning or Performance: What Should Educational Leaders Pay Attention To? (2007)

This paper considers one example of the new roles that are emerging in schools and universities as a result of shifts that are taking place in the nature of pedagogical work. It examines ways in...

McWilliam, Erica L., Taylor, Peter G., Perry, Lee-Anne E.

This paper addresses the important question of how educational leaders think about how they spend their working time in the context of significant changes to the nature and purposes of their daily...

Is Creativity Teachable? Conceptualising the Creativity/Pedagogy Relationship in Higher Education (2007)

Can creativity be taught? If so, what should university teachers be doing if it is to be added to a burgeoning list of graduate outcomes for which we take pedagogical responsibility? This paper...

Managing ‘Nearly Reasonable’ Risk in the Contemporary University (2007)

In the context of the recent announcement of educational revolution as the promise of national Labor policy, we re-interrogate the promises that have been made by educational insiders (teachers and...

Killing me softly: the 'making up' of the educational leader (2007)

This paper inquires into risk-consciousness as a political and moral imperative that is reconstituting the nature and purposes of university systems, policies and processes. It discusses the...

From Passive Consumers to Active Producers: Students as Co-Teachers in a Popular Music Program (2007)

This paper examines how emotional literacy works as a ‘new humanist’ knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It does so in...

Learning or Performance: What Should Educational Leaders Pay Attention To? (2007)

This paper considers one example of the new roles that are emerging in schools and universities as a result of shifts that are taking place in the nature of pedagogical work. It examines ways in...

McWilliam, Erica L., Taylor, Peter G., Perry, Lee-Anne E.

This paper addresses the important question of how educational leaders think about how they spend their working time in the context of significant changes to the nature and purposes of their daily...

Is Creativity Teachable? Conceptualising the Creativity/Pedagogy Relationship in Higher Education (2007)

From Passive Consumers to Active Producers: Students as Co-Teachers in a Popular Music Program (2007)

Can creativity be taught? If so, what should university teachers be doing if it is to be added to a burgeoning list of graduate outcomes for which we take pedagogical responsibility? This paper...

Learning or Performance: What Should Educational Leaders Pay Attention To? (2007)

This paper considers one example of the new roles that are emerging in schools and universities as a result of shifts that are taking place in the nature of pedagogical work. It examines ways in...

McWilliam, Erica L., Taylor, Peter G., Perry, Lee-Anne E.

This paper addresses the important question of how educational leaders think about how they spend their working time in the context of significant changes to the nature and purposes of their daily...

Is Creativity Teachable? Conceptualising the Creativity/Pedagogy Relationship in Higher Education (2007)

Can creativity be taught? If so, what should university teachers be doing if it is to be added to a burgeoning list of graduate outcomes for which we take pedagogical responsibility? This paper...

Is Creativity Teachable? Conceptualising the Creativity/Pedagogy Relationship in Higher Education (2007)

In the context of the recent announcement of educational revolution as the promise of national Labor policy, we re-interrogate the promises that have been made by educational insiders (teachers and...

From Passive Consumers to Active Producers: Students as Co-Teachers in a Popular Music Program (2007)

Can creativity be taught? If so, what should university teachers be doing if it is to be added to a burgeoning list of graduate outcomes for which we take pedagogical responsibility? This paper...

Learning or Performance: What Should Educational Leaders Pay Attention To? (2007)

This paper considers one example of the new roles that are emerging in schools and universities as a result of shifts that are taking place in the nature of pedagogical work. It examines ways in...

McWilliam, Erica L., Taylor, Peter G., Perry, Lee-Anne E.

This paper addresses the important question of how educational leaders think about how they spend their working time in the context of significant changes to the nature and purposes of their daily...

Is Creativity Teachable? Conceptualising the Creativity/Pedagogy Relationship in Higher Education (2007)

Can creativity be taught? If so, what should university teachers be doing if it is to be added to a burgeoning list of graduate outcomes for which we take pedagogical responsibility? This paper...

Managing ‘Nearly Reasonable’ Risk in the Contemporary University (2007)

In the context of the recent announcement of educational revolution as the promise of national Labor policy, we re-interrogate the promises that have been made by educational insiders (teachers and...

Killing me softly: the 'making up' of the educational leader (2007)

This paper inquires into risk-consciousness as a political and moral imperative that is reconstituting the nature and purposes of university systems, policies and processes. It discusses the...

This paper examines how emotional literacy works as a ‘new humanist’ knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It does so in...

Managing ‘Nearly Reasonable’ Risk in the Contemporary University (2007)

In the context of the recent announcement of educational revolution as the promise of national Labor policy, we re-interrogate the promises that have been made by educational insiders (teachers and...

Killing me softly: the 'making up' of the educational leader (2007)

This paper inquires into risk-consciousness as a political and moral imperative that is reconstituting the nature and purposes of university systems, policies and processes. It discusses the...

From Passive Consumers to Active Producers: Students as Co-Teachers in a Popular Music Program (2007)

This paper examines how emotional literacy works as a ‘new humanist’ knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It does so in...

Learning or Performance: What Should Educational Leaders Pay Attention To? (2007)

This paper considers one example of the new roles that are emerging in schools and universities as a result of shifts that are taking place in the nature of pedagogical work. It examines ways in...

McWilliam, Erica L., Taylor, Peter G., Perry, Lee-Anne E.

This paper addresses the important question of how educational leaders think about how they spend their working time in the context of significant changes to the nature and purposes of their daily...

Is Creativity Teachable? Conceptualising the Creativity/Pedagogy Relationship in Higher Education (2007)

Can creativity be taught? If so, what should university teachers be doing if it is to be added to a burgeoning list of graduate outcomes for which we take pedagogical responsibility? This paper...

Managing 'Nearly Reasonable' Risk in the Contemporary University (2007)

In the context of the recent announcement of educational revolution as the promise of national Labor policy, we re-interrogate the promises that have been made by educational insiders (teachers and...

Killing me softly: the 'making up' of the educational leader (2007)

This paper inquires into risk-consciousness as a political and moral imperative that is reconstituting the nature and purposes of university systems, policies and processes. It discusses the...

From Passive Consumers to Active Producers: Students as Co-Teachers in a Popular Music Program (2007)

This paper examines how emotional literacy works as a ‘new humanist' knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It does so in...

Learning or Performance: What Should Educational Leaders Pay Attention To? (2007)

This paper considers one example of the new roles that are emerging in schools and universities as a result of shifts that are taking place in the nature of pedagogical work. It examines ways in...

McWilliam, Erica L., Taylor, Peter G., Perry, Lee-Anne E.

This paper addresses the important question of how educational leaders think about how they spend their working time in the context of significant changes to the nature and purposes of their daily...

Is Creativity Teachable? Conceptualising the Creativity/Pedagogy Relationship in Higher Education (2007)

Can creativity be taught? If so, what should university teachers be doing if it is to be added to a burgeoning list of graduate outcomes for which we take pedagogical responsibility? This paper...

Managing ‘Nearly Reasonable’ Risk in the Contemporary University (2007)

In the context of the recent announcement of educational revolution as the promise of national Labor policy, we re-interrogate the promises that have been made by educational insiders (teachers and...

Killing me softly: the 'making up' of the educational leader (2007)

This paper inquires into risk-consciousness as a political and moral imperative that is reconstituting the nature and purposes of university systems, policies and processes. It discusses the...

From Passive Consumers to Active Producers: Students as Co-Teachers in a Popular Music Program (2007)

This paper examines how emotional literacy works as a ‘new humanist’ knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It does so in...

Learning or Performance: What Should Educational Leaders Pay Attention To? (2007)

This paper considers one example of the new roles that are emerging in schools and universities as a result of shifts that are taking place in the nature of pedagogical work. It examines ways in...

McWilliam, Erica L., Taylor, Peter G., Perry, Lee-Anne E.

This paper addresses the important question of how educational leaders think about how they spend their working time in the context of significant changes to the nature and purposes of their daily...

Is Creativity Teachable? Conceptualising the Creativity/Pedagogy Relationship in Higher Education (2007)

Can creativity be taught? If so, what should university teachers be doing if it is to be added to a burgeoning list of graduate outcomes for which we take pedagogical responsibility? This paper...

Managing ‘Nearly Reasonable’ Risk in the Contemporary University (2007)

In the context of the recent announcement of educational revolution as the promise of national Labor policy, we re-interrogate the promises that have been made by educational insiders (teachers and...

Killing me softly: the 'making up' of the educational leader (2007)

This paper inquires into risk-consciousness as a political and moral imperative that is reconstituting the nature and purposes of university systems, policies and processes. It discusses the...

From Passive Consumers to Active Producers: Students as Co-Teachers in a Popular Music Program (2007)

This paper examines how emotional literacy works as a ‘new humanist’ knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It does so in...

Learning or Performance: What Should Educational Leaders Pay Attention To? (2007)

This paper considers one example of the new roles that are emerging in schools and universities as a result of shifts that are taking place in the nature of pedagogical work. It examines ways in...

McWilliam, Erica L., Taylor, Peter G., Perry, Lee-Anne E.

This paper addresses the important question of how educational leaders think about how they spend their working time in the context of significant changes to the nature and purposes of their daily...

Is Creativity Teachable? Conceptualising the Creativity/Pedagogy Relationship in Higher Education (2007)

The Problem of The Problem with Educational Research (2006)

Can creativity be taught? If so, what should university teachers be doing if it is to be added to a burgeoning list of graduate outcomes for which we take pedagogical responsibility? This paper...

The Problem of The Problem with Educational Research (2006)

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The Problem of The Problem with Educational Research (2006)

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After Methodolatry: Epistemological challenges for ‘risky’ educational research (2006)

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After Methodolatry: Epistemological challenges for ‘risky’ educational research (2006)

The chapter explores the relationship between educational research and risk as a "moral climate of politics" (Giddens, 2002: 29) impacting powerfully on educational policy and processes. In exploring...

The Problem of The Problem with Educational Research (2006)

The chapter explores the relationship between educational research and risk as a "moral climate of politics" (Giddens, 2002: 29) impacting powerfully on educational policy and processes. In exploring...

After Methodolatry: Epistemological challenges for ‘risky’ educational research (2006)

-

After Methodolatry: Epistemological challenges for ‘risky’ educational research (2006)

The chapter explores the relationship between educational research and risk as a "moral climate of politics" (Giddens, 2002: 29) impacting powerfully on educational policy and processes. In exploring...

The Problem of The Problem with Educational Research (2006)

The chapter explores the relationship between educational research and risk as a "moral climate of politics" (Giddens, 2002: 29) impacting powerfully on educational policy and processes. In exploring...

After Methodolatry: Epistemological challenges for ‘risky’ educational research (2006)

-

The Problem of The Problem with Educational Research (2006)

The chapter explores the relationship between educational research and risk as a "moral climate of politics" (Giddens, 2002: 29) impacting powerfully on educational policy and processes. In exploring...

After Methodolatry: Epistemological challenges for ‘risky’ educational research (2006)

-

The Problem of The Problem with Educational Research (2006)

The chapter explores the relationship between educational research and risk as a "moral climate of politics" (Giddens, 2002: 29) impacting powerfully on educational policy and processes. In exploring...

After Methodolatry: Epistemological challenges for ‘risky’ educational research (2006)

-

The Problem of The Problem with Educational Research (2006)

The chapter explores the relationship between educational research and risk as a "moral climate of politics" (Giddens, 2002: 29) impacting powerfully on educational policy and processes. In exploring...

After Methodolatry: Epistemological challenges for ‘risky’ educational research (2006)

-

The Problem of The Problem with Educational Research (2006)

The chapter explores the relationship between educational research and risk as a "moral climate of politics" (Giddens, 2002: 29) impacting powerfully on educational policy and processes. In exploring...

Pedagogic Imaginings: Negotiating Pedagogies of Care/Protection in a Risk Society (2005)

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Pedagogic Imaginings: Negotiating Pedagogies of Care/Protection in a Risk Society (2005)

This paper reports on a focus group study into teacher professional identity conducted in Queensland, Australia. It examines the images of teachers and children, the imagined worlds of schools and...

Pedagogic Imaginings: Negotiating Pedagogies of Care/Protection in a Risk Society (2005)

This paper reports on a focus group study into teacher professional identity conducted in Queensland, Australia. It examines the images of teachers and children, the imagined worlds of schools and...

From balance to blasphemy: Shifting metaphors for researching early childhood education (2005)

This paper reports on a focus group study into teacher professional identity conducted in Queensland, Australia. It examines the images of teachers and children, the imagined worlds of schools and...

From balance to blasphemy: shifting metaphors for researching early childhood education (2005)

This paper seeks to make trouble for the metaphor of 'balance' in early childhood education research, drawing on the arguments of Gore (1993, 1997), Haraway (1991), and McWilliam (1999), and a study...

From balance to blasphemy: shifting metaphors for researching early childhood education (2005)

This paper seeks to make trouble for the metaphor of ‘balance’ in early childhood education research, drawing on the arguments of Gore (1993, 1997), Haraway (1991), McWilliam (1999), and a study...

From balance to blasphemy: shifting metaphors for researching early childhood education (2005)

This paper seeks to make trouble for the metaphor of 'balance' in early childhood education research, drawing on the arguments of Gore (1993, 1997), Haraway (1991), and McWilliam (1999), and a study...

From balance to blasphemy: Shifting metaphors for researching early childhood education (2005)

This paper seeks to make trouble for the metaphor of ‘balance’ in early childhood education research,drawing on the arguments of Gore (1993, 1997), Haraway (1991), McWilliam (1999), and a...

An unprotected species? On teachers as risky subjects (2005)

This paper seeks to make trouble for the metaphor of 'balance' in early childhood education research, drawing on the arguments of Gore (1993, 1997), Haraway (1991), and McWilliam (1999), and a study...

An unprotected species? On teachers as risky subjects (2005)

This paper provides an account of the ways in which risk-consciousness is changing the nature of teachers’ work and identity. We argue that all teachers are now 'at risk' in that they may be unable...

An unprotected species? On teachers as risky subjects (2005)

This paper provides an account of the ways in which risk-consciousness is changing the nature of teachers’ work and identity. We argue that all teachers are now 'at risk' in that they may be unable...

Respecting and Challenging the Candidate: Some Developments in Program Design (2005)

This paper provides an account of the ways in which risk-consciousness is changing the nature of teachers’ work and identity. We argue that all teachers are now 'at risk' in that they may be unable...

Among the rhetoric about professional doctorates, much is made of the extent to which such programs value the knowledge that clients/candidates bring to academia. The professional doctorate is often...

'Silly, Soft and Otherwise Suspect’: Doctoral education as risky business (2005)

Our teaching and learning habits are useful but they can also be deadly. They are useful when the conditions in which they work are predictable and stable. But what happens if and when the bottom...

McWilliam, Erica L., Lawson, Alan, Evans, Terry, Taylor, Peter G.

This paper investigates how certain doctoral practices come to count as scandalous and with what effects on universities. To do so, it engages with a number of recent media allegations that relate to...

Respecting and Challenging the Candidate: Some Developments in Program Design (2005)

The paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious organisation....

An unprotected species? On teachers as risky subjects (2005)

Among the rhetoric about professional doctorates, much is made of the extent to which such programs value the knowledge that clients/candidates bring to academia. The professional doctorate is often...

From balance to blasphemy: Shifting metaphors for researching early childhood education (2005)

This paper provides an account of the ways in which risk-consciousness is changing the nature of teachers’ work and identity. We argue that all teachers are now 'at risk' in that they may be unable...

Pedagogic Imaginings: Negotiating Pedagogies of Care/Protection in a Risk Society (2005)

This paper seeks to make trouble for the metaphor of 'balance' in early childhood education research, drawing on the arguments of Gore (1993, 1997), Haraway (1991), and McWilliam (1999), and a study...

Respecting and Challenging the Candidate: Some Developments in Program Design (2005)

This paper reports on a focus group study into teacher professional identity conducted in Queensland, Australia. It examines the images of teachers and children, the imagined worlds of schools and...

Among the rhetoric about professional doctorates, much is made of the extent to which such programs value the knowledge that clients/candidates bring to academia. The professional doctorate is often...

'Silly, Soft and Otherwise Suspect’: Doctoral education as risky business (2005)

Our teaching and learning habits are useful but they can also be deadly. They are useful when the conditions in which they work are predictable and stable. But what happens if and when the bottom...

McWilliam, Erica L., Lawson, Alan, Evans, Terry, Taylor, Peter G.

This paper investigates how certain doctoral practices come to count as scandalous and with what effects on universities. To do so, it engages with a number of recent media allegations that relate to...

Respecting and Challenging the Candidate: Some Developments in Program Design (2005)

The paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious organisation....

Among the rhetoric about professional doctorates, much is made of the extent to which such programs value the knowledge that clients/candidates bring to academia. The professional doctorate is often...

'Silly, Soft and Otherwise Suspect’: Doctoral education as risky business (2005)

Our teaching and learning habits are useful but they can also be deadly. They are useful when the conditions in which they work are predictable and stable. But what happens if and when the bottom...

McWilliam, Erica L., Lawson, Alan, Evans, Terry, Taylor, Peter G.

This paper investigates how certain doctoral practices come to count as scandalous and with what effects on universities. To do so, it engages with a number of recent media allegations that relate to...

The paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious organisation....

Respecting and Challenging the Candidate: Some Developments in Program Design (2005)

The paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious organisation....

Among the rhetoric about professional doctorates, much is made of the extent to which such programs value the knowledge that clients/candidates bring to academia. The professional doctorate is often...

'Silly, Soft and Otherwise Suspect’: Doctoral education as risky business (2005)

Our teaching and learning habits are useful but they can also be deadly. They are useful when the conditions in which they work are predictable and stable. But what happens if and when the bottom...

McWilliam, Erica L., Lawson, Alan, Evans, Terry, Taylor, Peter G.

This paper investigates how certain doctoral practices come to count as scandalous and with what effects on universities. To do so, it engages with a number of recent media allegations that relate to...

An unprotected species? On teachers as risky subjects (2005)

The paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious organisation....

From balance to blasphemy: Shifting metaphors for researching early childhood education (2005)

This paper provides an account of the ways in which risk-consciousness is changing the nature of teachers’ work and identity. We argue that all teachers are now 'at risk' in that they may be unable...

Pedagogic Imaginings: Negotiating Pedagogies of Care/Protection in a Risk Society (2005)

This paper seeks to make trouble for the metaphor of 'balance' in early childhood education research, drawing on the arguments of Gore (1993, 1997), Haraway (1991), and McWilliam (1999), and a study...

An unprotected species? On teachers as risky subjects (2005)

This paper reports on a focus group study into teacher professional identity conducted in Queensland, Australia. It examines the images of teachers and children, the imagined worlds of schools and...

From balance to blasphemy: Shifting metaphors for researching early childhood education (2005)

This paper provides an account of the ways in which risk-consciousness is changing the nature of teachers’ work and identity. We argue that all teachers are now 'at risk' in that they may be unable...

Pedagogic Imaginings: Negotiating Pedagogies of Care/Protection in a Risk Society (2005)

This paper seeks to make trouble for the metaphor of 'balance' in early childhood education research, drawing on the arguments of Gore (1993, 1997), Haraway (1991), and McWilliam (1999), and a study...

Respecting and Challenging the Candidate: Some Developments in Program Design (2005)

This paper reports on a focus group study into teacher professional identity conducted in Queensland, Australia. It examines the images of teachers and children, the imagined worlds of schools and...

Among the rhetoric about professional doctorates, much is made of the extent to which such programs value the knowledge that clients/candidates bring to academia. The professional doctorate is often...

'Silly, Soft and Otherwise Suspect’: Doctoral education as risky business (2005)

Our teaching and learning habits are useful but they can also be deadly. They are useful when the conditions in which they work are predictable and stable. But what happens if and when the bottom...

McWilliam, Erica L., Lawson, Alan, Evans, Terry, Taylor, Peter G.

This paper investigates how certain doctoral practices come to count as scandalous and with what effects on universities. To do so, it engages with a number of recent media allegations that relate to...

An unprotected species? On teachers as risky subjects (2005)

The paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious organisation....

From balance to blasphemy: Shifting metaphors for researching early childhood education (2005)

This paper provides an account of the ways in which risk-consciousness is changing the nature of teachers’ work and identity. We argue that all teachers are now 'at risk' in that they may be unable...

Pedagogic Imaginings: Negotiating Pedagogies of Care/Protection in a Risk Society (2005)

This paper seeks to make trouble for the metaphor of 'balance' in early childhood education research, drawing on the arguments of Gore (1993, 1997), Haraway (1991), and McWilliam (1999), and a study...

Respecting and Challenging the Candidate: Some Developments in Program Design (2005)

This paper reports on a focus group study into teacher professional identity conducted in Queensland, Australia. It examines the images of teachers and children, the imagined worlds of schools and...

Among the rhetoric about professional doctorates, much is made of the extent to which such programs value the knowledge that clients/candidates bring to academia. The professional doctorate is often...

'Silly, Soft and Otherwise Suspect’: Doctoral education as risky business (2005)

Our teaching and learning habits are useful but they can also be deadly. They are useful when the conditions in which they work are predictable and stable. But what happens if and when the bottom...

McWilliam, Erica L., Lawson, Alan, Evans, Terry, Taylor, Peter G.

This paper investigates how certain doctoral practices come to count as scandalous and with what effects on universities. To do so, it engages with a number of recent media allegations that relate to...

An unprotected species? On teachers as risky subjects (2005)

The paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious organisation....

From balance to blasphemy: Shifting metaphors for researching early childhood education (2005)

This paper provides an account of the ways in which risk-consciousness is changing the nature of teachers’ work and identity. We argue that all teachers are now 'at risk' in that they may be unable...

Pedagogic Imaginings: Negotiating Pedagogies of Care/Protection in a Risk Society (2005)

This paper seeks to make trouble for the metaphor of 'balance' in early childhood education research, drawing on the arguments of Gore (1993, 1997), Haraway (1991), and McWilliam (1999), and a study...

Respecting and Challenging the Candidate: Some Developments in Program Design (2005)

This paper reports on a focus group study into teacher professional identity conducted in Queensland, Australia. It examines the images of teachers and children, the imagined worlds of schools and...

Among the rhetoric about professional doctorates, much is made of the extent to which such programs value the knowledge that clients/candidates bring to academia. The professional doctorate is often...

'Silly, Soft and Otherwise Suspect’: Doctoral education as risky business (2005)

Our teaching and learning habits are useful but they can also be deadly. They are useful when the conditions in which they work are predictable and stable. But what happens if and when the bottom...

McWilliam, Erica L., Lawson, Alan, Evans, Terry, Taylor, Peter G.

This paper investigates how certain doctoral practices come to count as scandalous and with what effects on universities. To do so, it engages with a number of recent media allegations that relate to...

An unprotected species? On teachers as risky subjects (2005)

The paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious organisation....

From balance to blasphemy: Shifting metaphors for researching early childhood education (2005)

This paper provides an account of the ways in which risk-consciousness is changing the nature of teachers’ work and identity. We argue that all teachers are now 'at risk' in that they may be unable...

Pedagogic Imaginings: Negotiating Pedagogies of Care/Protection in a Risk Society (2005)

This paper seeks to make trouble for the metaphor of 'balance' in early childhood education research, drawing on the arguments of Gore (1993, 1997), Haraway (1991), and McWilliam (1999), and a study...

Respecting and Challenging the Candidate: Some Developments in Program Design (2005)

This paper reports on a focus group study into teacher professional identity conducted in Queensland, Australia. It examines the images of teachers and children, the imagined worlds of schools and...

Among the rhetoric about professional doctorates, much is made of the extent to which such programs value the knowledge that clients/candidates bring to academia. The professional doctorate is often...

'Silly, Soft and Otherwise Suspect’: Doctoral education as risky business (2005)

Our teaching and learning habits are useful but they can also be deadly. They are useful when the conditions in which they work are predictable and stable. But what happens if and when the bottom...

McWilliam, Erica L., Lawson, Alan, Evans, Terry, Taylor, Peter G.

This paper investigates how certain doctoral practices come to count as scandalous and with what effects on universities. To do so, it engages with a number of recent media allegations that relate to...

The paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious organisation....

The purpose of this paper is to understand better the possibilities for practitioner research as a mode of educational inquiry that is yet to be legitimated within the academy. The paper maps the...

The purpose of this paper is to understand better the possibilities for practitioner research as a mode of educational inquiry that is yet to be legitimated within the academy. The paper maps the...

The purpose of this paper is to understand better the possibilities for practitioner research as a mode of educational inquiry that is yet to be legitimated within the academy. The paper maps the...

Abstract only The paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious...

Abstract onlyThe paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious...

On being accountable: Risk-consciousness and the doctoral supervisor (2004)

Abstract only The paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious...

This paper analyses the imperative to greater accountability for doctoral supervisors as the effect of a regime of truth (Foucault, 1980) that we call risk management. It draws on new sociological...

Towards the Victimless School: Power, Professionalism and Probity in Teaching (2004)

Abstract only This paper examines how emotional literacy works as a ‘new humanist’ knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It...

This paper argues the importance of moving beyond the state of affairs that makes victims either of children or of teachers by exploring the conditions of possibility for the idea of a victimless...

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On being accountable: Risk-consciousness and the doctoral supervisor (2004)

Abstract onlyThis paper examines how emotional literacy works as a ‘new humanist’ knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It...

Towards the Victimless School: Power, Professionalism and Probity in Teaching (2004)

This paper analyses the imperative to greater accountability for doctoral supervisors as the effect of a regime of truth (Foucault, 1980) that we call risk management. It draws on new sociological...

On being accountable: Risk-consciousness and the doctoral supervisor (2004)

This paper argues the importance of moving beyond the state of affairs that makes victims either of children or of teachers by exploring the conditions of possibility for the idea of a victimless...

This paper analyses the imperative to greater accountability for doctoral supervisors as the effect of a regime of truth (Foucault, 1980) that we call risk management. It draws on new sociological...

The purpose of this paper is to understand better the possibilities for practitioner research as a mode of educational inquiry that is yet to be legitimated within the academy. The paper maps the...

Abstract only The paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious...

Towards the Victimless School: Power, Professionalism and Probity in Teaching (2004)

Abstract only This paper examines how emotional literacy works as a ‘new humanist’ knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It...

This paper argues the importance of moving beyond the state of affairs that makes victims either of children or of teachers by exploring the conditions of possibility for the idea of a victimless...

-

-

-

On being accountable: Risk-consciousness and the doctoral supervisor (2004)

-

This paper analyses the imperative to greater accountability for doctoral supervisors as the effect of a regime of truth (Foucault, 1980) that we call risk management. It draws on new sociological...

Abstract only This paper examines how emotional literacy works as a ‘new humanist’ knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It...

Towards the Victimless School: Power, Professionalism and Probity in Teaching (2004)

Abstract only The paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious...

This paper argues the importance of moving beyond the state of affairs that makes victims either of children or of teachers by exploring the conditions of possibility for the idea of a victimless...

-

On being accountable: Risk-consciousness and the doctoral supervisor (2004)

-

This paper analyses the imperative to greater accountability for doctoral supervisors as the effect of a regime of truth (Foucault, 1980) that we call risk management. It draws on new sociological...

The purpose of this paper is to understand better the possibilities for practitioner research as a mode of educational inquiry that is yet to be legitimated within the academy. The paper maps the...

Abstract only The paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious...

On being accountable: Risk-consciousness and the doctoral supervisor (2004)

Abstract only This paper examines how emotional literacy works as a ‘new humanist’ knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It...

This paper analyses the imperative to greater accountability for doctoral supervisors as the effect of a regime of truth (Foucault, 1980) that we call risk management. It draws on new sociological...

The purpose of this paper is to understand better the possibilities for practitioner research as a mode of educational inquiry that is yet to be legitimated within the academy. The paper maps the...

Abstract only The paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious...

Towards the Victimless School: Power, Professionalism and Probity in Teaching (2004)

Abstract only This paper examines how emotional literacy works as a ‘new humanist’ knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It...

This paper argues the importance of moving beyond the state of affairs that makes victims either of children or of teachers by exploring the conditions of possibility for the idea of a victimless...

-

On being accountable: Risk-consciousness and the doctoral supervisor (2004)

-

This paper analyses the imperative to greater accountability for doctoral supervisors as the effect of a regime of truth (Foucault, 1980) that we call risk management. It draws on new sociological...

The purpose of this paper is to understand better the possibilities for practitioner research as a mode of educational inquiry that is yet to be legitimated within the academy. The paper maps the...

Abstract only The paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious...

Towards the Victimless School: Power, Professionalism and Probity in Teaching (2004)

Abstract only This paper examines how emotional literacy works as a ‘new humanist’ knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It...

This paper argues the importance of moving beyond the state of affairs that makes victims either of children or of teachers by exploring the conditions of possibility for the idea of a victimless...

-

On being accountable: Risk-consciousness and the doctoral supervisor (2004)

-

This paper analyses the imperative to greater accountability for doctoral supervisors as the effect of a regime of truth (Foucault, 1980) that we call risk management. It draws on new sociological...

The purpose of this paper is to understand better the possibilities for practitioner research as a mode of educational inquiry that is yet to be legitimated within the academy. The paper maps the...

Abstract only The paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious...

Towards the Victimless School: Power, Professionalism and Probity in Teaching (2004)

This paper examines how emotional literacy works as a 'new humanist' knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It does so in three...

This paper argues the importance of moving beyond the state of affairs that makes victims either of children or of teachers by exploring the conditions of possibility for the idea of a victimless...

On being accountable: Risk-consciousness and the doctoral supervisor (2004)

This paper analyses the imperative to greater accountability for doctoral supervisors as the effect of a regime of truth (Foucault, 1980) that we call risk management. It draws on new sociological...

The purpose of this paper is to understand better the possibilities for practitioner research as a mode of educational inquiry that is yet to be legitimated within the academy. The paper maps the...

Abstract only The paper examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the ‘post-welfare’ university as a risk-conscious...

Towards the Victimless School: Power, Professionalism and Probity in Teaching (2004)

This paper examines how emotional literacy works as a 'new humanist' knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It does so in three...

This paper argues the importance of moving beyond the state of affairs that makes victims either of children or of teachers by exploring the conditions of possibility for the idea of a victimless...

The Vulnerable Child as a Pedagogical Subject (2003)

The Vulnerable Child as a Pedagogical Subject (2003)

This paper seeks to examine the ways in which the idea of the child as high vulnerable to risk is constituting new pedagogical subjects, ie, the teacher/caregiver as a professional risk-manager, and...

The Vulnerable Child as a Pedagogical Subject (2003)

This paper seeks to examine the ways in which the idea of the child as high vulnerable to risk is constituting new pedagogical subjects, ie, the teacher/caregiver as a professional risk-manager, and...

The Vulnerable Child as a Pedagogical Subject (2003)

This paper seeks to examine the ways in which the idea of the child as high vulnerable to risk is constituting new pedagogical subjects, ie, the teacher/caregiver as a professional risk-manager, and...

The Vulnerable Child as a Pedagogical Subject (2003)

This paper seeks to examine the ways in which the idea of the child as high vulnerable to risk is constituting new pedagogical subjects, ie, the teacher/caregiver as a professional risk-manager, and...

The Vulnerable Child as a Pedagogical Subject (2003)

This paper seeks to examine the ways in which the idea of the child as high vulnerable to risk is constituting new pedagogical subjects, ie, the teacher/caregiver as a professional risk-manager, and...

The Vulnerable Child as a Pedagogical Subject (2003)

This paper seeks to examine the ways in which the idea of the child as high vulnerable to risk is constituting new pedagogical subjects, ie, the teacher/caregiver as a professional risk-manager, and...

The Vulnerable Child as a Pedagogical Subject (2003)

This paper seeks to examine the ways in which the idea of the child as high vulnerable to risk is constituting new pedagogical subjects, ie, the teacher/caregiver as a professional risk-manager, and...

The Vulnerable Child as a Pedagogical Subject (2003)

This paper seeks to examine the ways in which the idea of the child as high vulnerable to risk is constituting new pedagogical subjects, ie, the teacher/caregiver as a professional risk-manager, and...

Doctoral Education, Danger and Risk Management (2002)

This paper seeks to examine the ways in which the idea of the child as high vulnerable to risk is constituting new pedagogical subjects, ie, the teacher/caregiver as a professional risk-manager, and...

McWilliam, Erica L., Taylor, Peter G., Singh, Parlo

This paper examines how risk management is reworking the doctoral supervisor/candidate relationship. We argue that a larger and more diverse population of doctoral students means special challenges...

Doctoral Education, Danger and Risk Management (2002)

McWilliam, Erica L., Taylor, Peter G., Singh, Parlo

This paper examines how risk management is reworking the doctoral supervisor/candidate relationship. We argue that a larger and more diverse population of doctoral students means special challenges...

Doctoral Education, Danger and Risk Management (2002)

McWilliam, Erica L., Taylor, Peter G., Singh, Parlo

This paper examines how risk management is reworking the doctoral supervisor/candidate relationship. We argue that a larger and more diverse population of doctoral students means special challenges...

Towards a Research Training Curriculum: What, why, how, who (2002)

Our purpose in this paper is to investigate the ways in which the work of research higher degree supervision is being reshaped from within and outside universities. Our interest is in the means by...

This paper raises questions about the sort of knowledge which has come to count as professional development knowledge. The author interrogates the curriculum and pedagogy of academic professional...

Towards a Research Training Curriculum: What, why, how, who (2002)

This paper raises questions about the sort of knowledge which has come to count as professional development knowledge. The author interrogates the curriculum and pedagogy of academic professional...

Research Training in Doctoral Programs - What can be learned from Professional Doctorates? (2002)

Our purpose in this paper is to investigate the ways in which the work of research higher degree supervision is being reshaped from within and outside universities. Our interest is in the means by...

McWilliam, Erica L., Taylor, Peter, Thomson, Pat, Green, Bill, Maxwell, Tom, Wildy, Helen, ...

Doctoral education in Australia is currently under pressure to become more industry focused. This report discusses the relatively recent experience of offering doctoral education through professional...

Research Training in Doctoral Programs - What can be learned from Professional Doctorates? (2002)

McWilliam, Erica L., Taylor, Peter, Thomson, Pat, Green, Bill, Maxwell, Tom, Wildy, Helen, ...

Doctoral education in Australia is currently under pressure to become more industry focused. This report discusses the relatively recent experience of offering doctoral education through professional...

Towards a Research Training Curriculum: What, why, how, who (2002)

Our purpose in this paper is to investigate the ways in which the work of research higher degree supervision is being reshaped from within and outside universities. Our interest is in the means by...

Doctoral Education, Danger and Risk Management (2002)

This paper raises questions about the sort of knowledge which has come to count as professional development knowledge. The author interrogates the curriculum and pedagogy of academic professional...

McWilliam, Erica L., Taylor, Peter G., Singh, Parlo

This paper examines how risk management is reworking the doctoral supervisor/candidate relationship. We argue that a larger and more diverse population of doctoral students means special challenges...

Research Training in Doctoral Programs - What can be learned from Professional Doctorates? (2002)

McWilliam, Erica L., Taylor, Peter, Thomson, Pat, Green, Bill, Maxwell, Tom, Wildy, Helen, ...

Doctoral education in Australia is currently under pressure to become more industry focused. This report discusses the relatively recent experience of offering doctoral education through professional...

Towards a Research Training Curriculum: What, why, how, who (2002)

Our purpose in this paper is to investigate the ways in which the work of research higher degree supervision is being reshaped from within and outside universities. Our interest is in the means by...

Research Training in Doctoral Programs - What can be learned from Professional Doctorates? (2002)

This paper raises questions about the sort of knowledge which has come to count as professional development knowledge. The author interrogates the curriculum and pedagogy of academic professional...

McWilliam, Erica L., Taylor, Peter, Thomson, Pat, Green, Bill, Maxwell, Tom, Wildy, Helen, ...

Doctoral education in Australia is currently under pressure to become more industry focused. This report discusses the relatively recent experience of offering doctoral education through professional...

Towards a Research Training Curriculum: What, why, how, who (2002)

Our purpose in this paper is to investigate the ways in which the work of research higher degree supervision is being reshaped from within and outside universities. Our interest is in the means by...

Doctoral Education, Danger and Risk Management (2002)

This paper raises questions about the sort of knowledge which has come to count as professional development knowledge. The author interrogates the curriculum and pedagogy of academic professional...

McWilliam, Erica L., Taylor, Peter G., Singh, Parlo

This paper examines how risk management is reworking the doctoral supervisor/candidate relationship. We argue that a larger and more diverse population of doctoral students means special challenges...

Research Training in Doctoral Programs - What can be learned from Professional Doctorates? (2002)

McWilliam, Erica L., Taylor, Peter, Thomson, Pat, Green, Bill, Maxwell, Tom, Wildy, Helen, ...

Doctoral education in Australia is currently under pressure to become more industry focused. This report discusses the relatively recent experience of offering doctoral education through professional...

Towards a Research Training Curriculum: What, why, how, who (2002)

Our purpose in this paper is to investigate the ways in which the work of research higher degree supervision is being reshaped from within and outside universities. Our interest is in the means by...

Doctoral Education, Danger and Risk Management (2002)

This paper raises questions about the sort of knowledge which has come to count as professional development knowledge. The author interrogates the curriculum and pedagogy of academic professional...

McWilliam, Erica L., Taylor, Peter G., Singh, Parlo

This paper examines how risk management is reworking the doctoral supervisor/candidate relationship. We argue that a larger and more diverse population of doctoral students means special challenges...

Research Training in Doctoral Programs - What can be learned from Professional Doctorates? (2002)

McWilliam, Erica L., Taylor, Peter, Thomson, Pat, Green, Bill, Maxwell, Tom, Wildy, Helen, ...

Doctoral education in Australia is currently under pressure to become more industry focused. This report discusses the relatively recent experience of offering doctoral education through professional...

Towards a Research Training Curriculum: What, why, how, who (2002)

Our purpose in this paper is to investigate the ways in which the work of research higher degree supervision is being reshaped from within and outside universities. Our interest is in the means by...

Doctoral Education, Danger and Risk Management (2002)

This paper raises questions about the sort of knowledge which has come to count as professional development knowledge. The author interrogates the curriculum and pedagogy of academic professional...

McWilliam, Erica L., Taylor, Peter G., Singh, Parlo

This paper examines how risk management is reworking the doctoral supervisor/candidate relationship. We argue that a larger and more diverse population of doctoral students means special challenges...

Research Training in Doctoral Programs - What can be learned from Professional Doctorates? (2002)

McWilliam, Erica L., Taylor, Peter, Thomson, Pat, Green, Bill, Maxwell, Tom, Wildy, Helen, ...

Doctoral education in Australia is currently under pressure to become more industry focused. This report discusses the relatively recent experience of offering doctoral education through professional...

Towards a Research Training Curriculum: What, why, how, who (2002)

Against professional development (2002)

Our purpose in this paper is to investigate the ways in which the work of research higher degree supervision is being reshaped from within and outside universities. Our interest is in the means by...

Doctoral Education, Danger and Risk Management (2002)

This paper raises questions about the sort of knowledge which has come to count as professional development knowledge. The author interrogates the curriculum and pedagogy of academic professional...

McWilliam, Erica L., Taylor, Peter G., Singh, Parlo

This paper examines how risk management is reworking the doctoral supervisor/candidate relationship. We argue that a larger and more diverse population of doctoral students means special challenges...

Research Training in Doctoral Programs - What can be learned from Professional Doctorates? (2002)

McWilliam, Erica L., Taylor, Peter, Thomson, Pat, Green, Bill, Maxwell, Tom, Wildy, Helen, ...

Doctoral education in Australia is currently under pressure to become more industry focused. This report discusses the relatively recent experience of offering doctoral education through professional...

Towards a Research Training Curriculum: What, why, how, who (2002)

Against professional development (2002)

Our purpose in this paper is to investigate the ways in which the work of research higher degree supervision is being reshaped from within and outside universities. Our interest is in the means by...

Doctoral Education, Danger and Risk Management (2002)

This paper raises questions about the sort of knowledge which has come to count as professional development knowledge. The author interrogates the curriculum and pedagogy of academic professional...

McWilliam, Erica L., Taylor, Peter G., Singh, Parlo

This paper examines how risk management is reworking the doctoral supervisor/candidate relationship. We argue that a larger and more diverse population of doctoral students means special challenges...

Research Training in Doctoral Programs - What can be learned from Professional Doctorates? (2002)

McWilliam, Erica L., Taylor, Peter, Thomson, Pat, Green, Bill, Maxwell, Tom, Wildy, Helen, ...

Doctoral education in Australia is currently under pressure to become more industry focused. This report discusses the relatively recent experience of offering doctoral education through professional...

The Way to a Boy's Heart? New Mechanisms for making boys better (2001)

The Way to a Boy's Heart? New Mechanisms for making boys better (2001)

This paper situates the current educational focus on boys in the wider context of a workplace culture of performativity and enterprise. The authors argue that the present focus on reclaiming boys’...

The Way to a Boy's Heart? New Mechanisms for making boys better (2001)

This paper situates the current educational focus on boys in the wider context of a workplace culture of performativity and enterprise. The authors argue that the present focus on reclaiming boys’...

Ex-Centric Voices that Frame Research on Teaching (2001)

This paper situates the current educational focus on boys in the wider context of a workplace culture of performativity and enterprise. The authors argue that the present focus on reclaiming boys’...

Ex-Centric Voices that Frame Research on Teaching (2001)

Handbook of Research on Teaching, 4th Edition (2001), reflects current and sometimes competing schools of thought on teaching and presents exciting possibilities for educational research and writing....

The Way to a Boy's Heart? New Mechanisms for making boys better (2001)

Handbook of Research on Teaching, 4th Edition (2001), reflects current and sometimes competing schools of thought on teaching and presents exciting possibilities for educational research and writing....

Ex-Centric Voices that Frame Research on Teaching (2001)

This paper situates the current educational focus on boys in the wider context of a workplace culture of performativity and enterprise. The authors argue that the present focus on reclaiming boys’...

Ex-Centric Voices that Frame Research on Teaching (2001)

Handbook of Research on Teaching, 4th Edition (2001), reflects current and sometimes competing schools of thought on teaching and presents exciting possibilities for educational research and writing....

Ex-Centric Voices that Frame Research on Teaching (2001)

Handbook of Research on Teaching, 4th Edition (2001), reflects current and sometimes competing schools of thought on teaching and presents exciting possibilities for educational research and writing....

The Way to a Boy's Heart? New Mechanisms for making boys better (2001)

Handbook of Research on Teaching, 4th Edition (2001), reflects current and sometimes competing schools of thought on teaching and presents exciting possibilities for educational research and writing....

The Way to a Boy's Heart? New Mechanisms for making boys better (2001)

This paper situates the current educational focus on boys in the wider context of a workplace culture of performativity and enterprise. The authors argue that the present focus on reclaiming boys’...

Ex-Centric Voices that Frame Research on Teaching (2001)

This paper situates the current educational focus on boys in the wider context of a workplace culture of performativity and enterprise. The authors argue that the present focus on reclaiming boys’...

The Way to a Boy's Heart? New Mechanisms for making boys better (2001)

Handbook of Research on Teaching, 4th Edition (2001), reflects current and sometimes competing schools of thought on teaching and presents exciting possibilities for educational research and writing....

Ex-Centric Voices that Frame Research on Teaching (2001)

This paper situates the current educational focus on boys in the wider context of a workplace culture of performativity and enterprise. The authors argue that the present focus on reclaiming boys’...

The Way to a Boy's Heart? New Mechanisms for making boys better (2001)

Handbook of Research on Teaching, 4th Edition (2001), reflects current and sometimes competing schools of thought on teaching and presents exciting possibilities for educational research and writing....

Ex-Centric Voices that Frame Research on Teaching (2001)

This paper situates the current educational focus on boys in the wider context of a workplace culture of performativity and enterprise. The authors argue that the present focus on reclaiming boys’...

The Way to a Boy's Heart? New Mechanisms for making boys better (2001)

Handbook of Research on Teaching, 4th Edition (2001), reflects current and sometimes competing schools of thought on teaching and presents exciting possibilities for educational research and writing....

Ex-Centric Voices that Frame Research on Teaching (2001)

This paper situates the current educational focus on boys in the wider context of a workplace culture of performativity and enterprise. The authors argue that the present focus on reclaiming boys’...

Handbook of Research on Teaching, 4th Edition (2001), reflects current and sometimes competing schools of thought on teaching and presents exciting possibilities for educational research and writing....

Meadmore, Daphne A., Hatcher, Caroline A., McWilliam, Erica L.

The paper responds to the growing interest in genealogical method as a means of inquiry in education research. The three authors bring together their collective understanding of the nature and...

Meadmore, Daphne A., Hatcher, Caroline A., McWilliam, Erica L.

The paper responds to the growing interest in genealogical method as a means of inquiry in education research. The three authors bring together their collective understanding of the nature and...

Meadmore, Daphne A., Hatcher, Caroline A., McWilliam, Erica L.

The paper responds to the growing interest in genealogical method as a means of inquiry in education research. The three authors bring together their collective understanding of the nature and...

Meadmore, Daphne A., Hatcher, Caroline A., McWilliam, Erica L.

The paper responds to the growing interest in genealogical method as a means of inquiry in education research. The three authors bring together their collective understanding of the nature and...

Meadmore, Daphne A., Hatcher, Caroline A., McWilliam, Erica L.

The paper responds to the growing interest in genealogical method as a means of inquiry in education research. The three authors bring together their collective understanding of the nature and...

Meadmore, Daphne A., Hatcher, Caroline A., McWilliam, Erica L.

The paper responds to the growing interest in genealogical method as a means of inquiry in education research. The three authors bring together their collective understanding of the nature and...

Meadmore, Daphne A., Hatcher, Caroline A., McWilliam, Erica L.

The paper responds to the growing interest in genealogical method as a means of inquiry in education research. The three authors bring together their collective understanding of the nature and...

Meadmore, Daphne A., Hatcher, Caroline A., McWilliam, Erica L.

The paper responds to the growing interest in genealogical method as a means of inquiry in education research. The three authors bring together their collective understanding of the nature and...

Meadmore, Daphne A., Hatcher, Caroline A., McWilliam, Erica L.

The paper responds to the growing interest in genealogical method as a means of inquiry in education research. The three authors bring together their collective understanding of the nature and...

Jonathan Livingstone, I Presume: Teaching as a 'High-Flying' Profession (1999)

Jonathan Livingstone, I Presume: Teaching as a 'High-Flying' Profession (1999)

This paper points to a new discursive order in teacher education policy and professional development practice which is actively producing teachers as 'corporatising' professionals. The authors note...

Jonathan Livingstone, I Presume: Teaching as a 'High-Flying' Profession (1999)

This paper points to a new discursive order in teacher education policy and professional development practice which is actively producing teachers as 'corporatising' professionals. The authors note...

Jonathan Livingstone, I Presume: Teaching as a 'High-Flying' Profession (1999)

This paper points to a new discursive order in teacher education policy and professional development practice which is actively producing teachers as 'corporatising' professionals. The authors note...

Jonathan Livingstone, I Presume: Teaching as a 'High-Flying' Profession (1999)

This paper points to a new discursive order in teacher education policy and professional development practice which is actively producing teachers as 'corporatising' professionals. The authors note...

Jonathan Livingstone, I Presume: Teaching as a 'High-Flying' Profession (1999)

This paper points to a new discursive order in teacher education policy and professional development practice which is actively producing teachers as 'corporatising' professionals. The authors note...

Jonathan Livingstone, I Presume: Teaching as a 'High-Flying' Profession (1999)

This paper points to a new discursive order in teacher education policy and professional development practice which is actively producing teachers as 'corporatising' professionals. The authors note...

Jonathan Livingstone, I Presume: Teaching as a 'High-Flying' Profession (1999)

This paper points to a new discursive order in teacher education policy and professional development practice which is actively producing teachers as 'corporatising' professionals. The authors note...

Jonathan Livingstone, I Presume: Teaching as a 'High-Flying' Profession (1999)

This paper points to a new discursive order in teacher education policy and professional development practice which is actively producing teachers as 'corporatising' professionals. The authors note...

Teacher Im/material: academic teaching and the new pedagogics of instructional design (1998)

This paper points to a new discursive order in teacher education policy and professional development practice which is actively producing teachers as 'corporatising' professionals. The authors note...

Teacher Im/material: academic teaching and the new pedagogics of instructional design (1998)

The authors critique the increasingly technologized teaching and learning environment of higher education. They argue that fresh pedagogical understandings are needed to inform thinking about...

Teacher Im/material: academic teaching and the new pedagogics of instructional design (1998)

The authors critique the increasingly technologized teaching and learning environment of higher education. They argue that fresh pedagogical understandings are needed to inform thinking about...

Teacher Im/material: academic teaching and the new pedagogics of instructional design (1998)

The authors critique the increasingly technologized teaching and learning environment of higher education. They argue that fresh pedagogical understandings are needed to inform thinking about...

Teacher Im/material: academic teaching and the new pedagogics of instructional design (1998)

The authors critique the increasingly technologized teaching and learning environment of higher education. They argue that fresh pedagogical understandings are needed to inform thinking about...

Teacher Im/material: academic teaching and the new pedagogics of instructional design (1998)

The authors critique the increasingly technologized teaching and learning environment of higher education. They argue that fresh pedagogical understandings are needed to inform thinking about...

Teacher Im/material: academic teaching and the new pedagogics of instructional design (1998)

The authors critique the increasingly technologized teaching and learning environment of higher education. They argue that fresh pedagogical understandings are needed to inform thinking about...

Teacher Im/material: academic teaching and the new pedagogics of instructional design (1998)

The authors critique the increasingly technologized teaching and learning environment of higher education. They argue that fresh pedagogical understandings are needed to inform thinking about...

Teacher Im/material: academic teaching and the new pedagogics of instructional design (1998)

The authors critique the increasingly technologized teaching and learning environment of higher education. They argue that fresh pedagogical understandings are needed to inform thinking about...