Stephen Heiman
Datos Biográficos
| ID | 358299 |
|---|---|
| NOMBRE | Stephen Heiman |
| NOMBRES | Stephen |
| APELLIDO | Heiman |
| FIRMA | HEIMAN S |
| AFILIACIONES | The University of Queensland |
| ORCID | 0000-0002-4573-9461 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 52 |
| TOTAL DE CITAS | 60 |
| TOTAL COMO AUTOR | 52 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2010 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Challenging teacher education research
At the start of our tenure as editors of the Asia-Pacific Journal of Teacher Education we published a statement in which we put eight challenges to the field of teacher education research (Biesta e
Challenging teacher education
Challenging teacher education
Challenging Teacher Education
Is teacher efficacy a myth
Challenging teacher education
At the start of our tenure as editors of the Asia-Pacific Journal of Teacher Education we published a position paper in which we formulated eight challenges for the field of teacher education and t
Challenging teacher education
At the start of our tenure as editors of the Asia-Pacific Journal of Teacher Education we published a position paper in which we formulated eight challenges for the field of teacher education and t
Ignoring reality? Doubling education’s exigencies
In this brief editorial, we take some inspiration from Marina Garcés’s book New Radical Enlightenment: Philosophy for a Common World (2024) and two things that she points out as being endemic to th
Publish and perish
Academic journal publishing relies heavily on peer review. This is certainly the case with our journal, too. The Asia-Pacific Journal of Teacher Education (APJTE) cannot sustain itself without the
Amplify as a discourse and what it might mean for teacher education research
You may have noticed that the word “amplify” is currently everywhere. It is writ large in advertising for the generative AI programme Claude (n.d.): “your ideas, amplified.” It is in an article in
Challenging teacher education
At the start of our tenure as editors of the Asia-Pacific Journal of Teacher Education we published a position paper in which we formulated eight challenges for the field of teacher education and t
Challenging teacher education
At the start of our tenure as editors of the Asia-Pacific Journal of Teacher Education we published a position paper in which we formulated eight challenges for the field of teacher education and t
Challenging teacher education
At the start of our tenure as editors of the Asia-Pacific Journal of Teacher Education we published a position paper in which we formulated eight challenges for the field of teacher education and t
Educational sense-taking
As the end of 2024 rolls into view, we watch worriedly the rise of Trumpist-national-populism in the U.S.A., but not just there. Along with this rise, the grounds on which education rests as an act
How to say in English what you cannot say in English? Dilemmas of ‘global’ scholarship and small steps forward
It is interesting to observe that when we say that English has more or less become the “lingua franca” of contemporary academic scholarship and publishing, we use a Latin phrase which, itself, refe
The affective intensities of teacher data relations
In this paper, we problematise the functioning of (straight) lines in student assessment data visualisations to foreground the affective intensities of teachers’ encounters with data. Reading with Ingold’s anthropological research on lines, we propose that straight lines rupture data visualisations surface to materialise a (re)presentation of students’ assessment results. The ruptured surface classifies and segregates students, and consequently, …
Why teacher education? Why not education? The eternal, and infernal, project to form the teacher subject
This editorial marks the final issue of Asia-Pacific Journal of Teacher Education (APJTE) for 2024 – Issue 5 (Volume 52). Following a scan of the Australian Teacher Education Association (ATEA) web
Engaging with ‘China’
Since we started assuming the role of editors for APJTE in 2020, China has been by far the top source of manuscripts for our journal. And yet, very few papers from China have found themselves print
School can’t? Thinking about refusal in education
Morally the only reliable people when the chips are down are those who say “I can’t” (Arendt, 2003)... school refusal is a normal avoidance reaction to an unpleasant, unsatisfying, or even hostile en
Challenging teacher education
At the start of our tenure as editors of the Asia-Pacific Journal of Teacher Education we published a position paper in which we formulated eight challenges for the field of teacher education and t
How ‘academic’ should academic writing be? Or
How 'academic' should academic writing be? Or: why form should follow functionThe writing of this editorial was prompted by a recent experience one of us had at an academic conference in New Zealand.At the conference, a group of doctoral students had organised a session in which they discussed their experiences with the world of academia, particular with regard to writing and, more specifically, with so-called academic writing and academic publis…
Transforming teacher education or transforming the school
In recognition of teachers and teaching
As the first issue in the new year, this editorial and the following articles foreground teachers and teaching. While they approach the topic from different perspectives, all are united in suggesting that the current times for teachers and teaching are characterised by upheaval and change: the expressions in the article titles and abstracts include “new educational contexts,” “educational change,” “tumultuous times,” “recent disruptions” and “an …
Teaching, education, and the politics of English
One of our ambitions as Asia-Pacific Journal of Teacher Education (APJTE) editors has been to foreground the Asia-Pacific in the journal and by extension, to embrace the possibilities that lie beyo
ChatGPT, subjectification, and the purposes and politics of teacher education and its scholarship
The politics of scholarship in teacher education refers to the ways in which power, politics, and ideology shape and influence the production, dissemination, and use of knowledge in the field of te
Policy enactment, context and performativity
Recently, critical policy scholars have used the concepts of enactment, context and performativity as an analytic toolkit to illuminate the complex processes of the policy cycle, in particular, the ways in which a multitude of official education reform policies are taken up, challenged and/or resisted by actors in local, situation-specific practices. This set of theoretical tools are usually deployed to analyse interview data collected from a sin…
Coming to matterinpractice
This article is offered as a counterpoint and complement to the symposium on policy enactment in a previous issue of Discourse by Stephen Ball, Meg Maguire and colleagues. Although their focus was largely on the discursive, and policy actors and policy subjects, this article is concerned with researching the emergent materiality of policy and draws on an Australian Vocational Education and Training policy study. It focuses on one particular objec…
The regime of 'post-truth
The emergence of ‘post-truth’ is often associated with the rise of conspiracy theories and the lack of trust in scientific knowledge. This article attempts to theorise the complex division of labour in this regime of ‘post-truth’, with reference to the COVID-19 pandemic/infodemic. First, we argue that the ‘post-truth’ condition mirrors what Foucault called the ‘will to truth’, and that this challenges the procedures and systems by which truth and…
Education policy enactment research
The work in the book 'How Schools Do Policy: Policy Enactments in Secondary Schools' is important, interesting and necessary. It carries on a tradition of policy critique that in the main makes careful and judicious use of Foucauldian scholarship that has opened, and continues to open, the way for many researchers in critical policy sociology. However, there are several cautions to be made, that I will come to shortly. The book under review propo…
The affective intensities of teacher data relations
In this paper, we problematise the functioning of (straight) lines in student assessment data visualisations to foreground the affective intensities of teachers’ encounters with data. Reading with Ingold’s anthropological research on lines, we propose that straight lines rupture data visualisations surface to materialise a (re)presentation of students’ assessment results. The ruptured surface classifies and segregates students, and consequently, …
Doing education policy enactment research in a minor key
This article discusses ‘minor key research’ and doing this kind of research as ‘response-ability’. We explore the possibilities that education policy enactment research might hold for theorising and doing research, not just for work on ‘how schools do policy’, but also for how researchers do policy research with schools. A methodological question is raised here by us with respect to what researchers might ‘do’ in schools and other policy location…
Fieldwork in philosophy, emancipation and researcher dis-position
Purpose – The purpose of this paper is to offer an exemplar of post-qualitative “fieldwork in philosophy” research. The paper proposes features of such philosophical fieldwork and adumbrates examples of concepts that have emerged in the process of undertaking the research. Design/methodology/approach – The paper is conceptual, drawing on an abductive approach. Post-qualitative understandings that question the validity of methodology and theory as…
How ‘academic’ should academic writing be? Or
How 'academic' should academic writing be? Or: why form should follow functionThe writing of this editorial was prompted by a recent experience one of us had at an academic conference in New Zealand.At the conference, a group of doctoral students had organised a session in which they discussed their experiences with the world of academia, particular with regard to writing and, more specifically, with so-called academic writing and academic publis…
What has been "missing" or "missed" over the last 50 years in APJTE
The editors of APJTE invited a group of teacher education scholars to have a conversation about what is 'missing' from the journal and/ or the field. In line with our celebrations of the 50th anniversary of the journal, we thought that it would be interesting to think about what hasn't been in the journal but might have been. We worked with people who have been, or are becoming, influential in the field, and/ or have been editors of the journal b…
Re-presenting, performing critical/post-critical research realities
The aim of this paper is to focus on the relations between theory and research methods in educational research by mapping out our own research journeys. The paper arises out of a plenary talk at a 'Theory Workshop' (13-15 May 2016) that the Australian Association for Educational Research facilitated with Griffith University in Brisbane. This introductory talk attempted to create the space for 'opening up' discussion about the complex relations be…
Journal Rankings
This article explores the way in which journal ranking processes in education impact upon the field of education and educational researchers. The article draws upon the recent moves to rank order journals in academic disciplines/domains of research in Australia through the introduction of the ERA – Excellence in Research for Australia – as a means of evaluating academic work. Drawing upon an analysis of the specific ordering of ‘leading’ journals…
The education debate
The education debate, by S.J. Ball, Bristol, UK, The Policy Press, 2008, 242 pp., £12.99 (paperback), ISBN 978-1-86134-920-0 In The Education Debate, Stephen Ball has written a snapshot of educatio
Journal Rankings
This article explores the way in which journal ranking processes in education impact upon the field of education and educational researchers. The article draws upon the recent moves to rank order journals in academic disciplines/domains of research in Australia through the introduction of the ERA – Excellence in Research for Australia – as a means of evaluating academic work. Drawing upon an analysis of the specific ordering of ‘leading’ journals…
Coming to matterinpractice
This article is offered as a counterpoint and complement to the symposium on policy enactment in a previous issue of Discourse by Stephen Ball, Meg Maguire and colleagues. Although their focus was largely on the discursive, and policy actors and policy subjects, this article is concerned with researching the emergent materiality of policy and draws on an Australian Vocational Education and Training policy study. It focuses on one particular objec…
Policy enactment, context and performativity
Recently, critical policy scholars have used the concepts of enactment, context and performativity as an analytic toolkit to illuminate the complex processes of the policy cycle, in particular, the ways in which a multitude of official education reform policies are taken up, challenged and/or resisted by actors in local, situation-specific practices. This set of theoretical tools are usually deployed to analyse interview data collected from a sin…
Education policy enactment research
The work in the book 'How Schools Do Policy: Policy Enactments in Secondary Schools' is important, interesting and necessary. It carries on a tradition of policy critique that in the main makes careful and judicious use of Foucauldian scholarship that has opened, and continues to open, the way for many researchers in critical policy sociology. However, there are several cautions to be made, that I will come to shortly. The book under review propo…
Fieldwork in philosophy, emancipation and researcher dis-position
Purpose – The purpose of this paper is to offer an exemplar of post-qualitative “fieldwork in philosophy” research. The paper proposes features of such philosophical fieldwork and adumbrates examples of concepts that have emerged in the process of undertaking the research. Design/methodology/approach – The paper is conceptual, drawing on an abductive approach. Post-qualitative understandings that question the validity of methodology and theory as…
Re-presenting, performing critical/post-critical research realities
The aim of this paper is to focus on the relations between theory and research methods in educational research by mapping out our own research journeys. The paper arises out of a plenary talk at a 'Theory Workshop' (13-15 May 2016) that the Australian Association for Educational Research facilitated with Griffith University in Brisbane. This introductory talk attempted to create the space for 'opening up' discussion about the complex relations be…
Doing education policy enactment research in a minor key
This article discusses ‘minor key research’ and doing this kind of research as ‘response-ability’. We explore the possibilities that education policy enactment research might hold for theorising and doing research, not just for work on ‘how schools do policy’, but also for how researchers do policy research with schools. A methodological question is raised here by us with respect to what researchers might ‘do’ in schools and other policy location…
Rediscovering the beauty and risk of education research and teaching
Gert Biesta is one of the leading contemporary educational theorists. He was a keynote speaker at the recent ATEA Conference (July, 2019) at the Sunshine Coast in Australia and generously gave Stephen Heimans some time for an interview in which Gert talked about his latest work and the trajectory of his thinking and writing over his career
Teacher education between principle, politics, and practice
A case can be made that in many countries for a significant period of time, teacher education provided one of the few opportunities for people in the lower and middle social classes to achieve intellectual and, potentially, social advancement
Schooling and poverty
The purpose of this paper is to introduce the special issue on poverty, schooling and research and to tease out and discuss some of the concepts that this kind of writing and research work provokes. We frame the issue, briefly introduce each paper and then discuss “keywords” in four sections: living/knowledge, justice/connection, weakness/education, and affect/anxiety
Is the 2019 Water Revolution a lesson of emancipatory education? A Rancièrean invitation
This paper starts with an apparently provocative question – can we call the 2019 Water Revolution in Hong Kong a lesson of emancipatory education which awakens students’ critical consciousness and brings the postcolonial regime into democratic renewal? The mass social unrest, which was initially triggered by a controversial extradition legislation, has prompted local journalism and political discourse to speak of ‘the failure of education’: an ou…
Examining teacher education research methodology
Editorial for Asia-Pacific Journal of Teacher Education, Volume 49, 2021 - Issue 3
Teacher education policy
Education policy makers do important work, particularly in their role as law makers. They provide the legal structures within which education functions, which includes the provision of financial re
How is teaching seen? Raising questions about the part of teachers and their educators in the production of educational (non)sense
The papers in this issue are all concerned with teachers and teaching. Therefore, in this editorial, we want to frame the issue by briefly raising some questions about how teaching is seen, in both senses of the word. We are interested in asking about how the value judgements made about teaching are formulated and enacted and by whom, and the ways that “visibility” “operates.” We wonder about the standardisations that teachers and therefore, as a…
Thinking about cross-border experience in teacher education during the global pandemic
Editorial for Asia-Pacific Journal of Teacher Education, Volume 49, 2021 - Issue 2
Thinking (Now) Out of Place? Scripting and Performing Collective Dissent Inside the Corporatized University
As a response to the corporatization of the university, nine scholars worked together to create spaces that fostered the possibility of collective dissensus. Using scholarly performative methods, we have sought to push back against the increasing corporate incursions into our institutions of higher learning-the over-valuing of money, measures, and metrics which encroach upon our capacity to think. This one-act ethnodrama below is one of our respo…
Pedagogic rights, public education and democracy
In this paper, the argument that we make is that public education emerges from when democracy is put into practice in education. For the purposes of this paper we use pedagogic rights as proposed by Basil Bernstein as a way to frame and support this ‘putting into practice’. Democracy, we argue, has to be practiced in two senses: 1) it does not ‘exist’ but has to be continually renewed and brought to life between people, as such it is precarious a…
Taking teacher educators, teachers, and students seriously in research
Calls to action for teacher education research and practice
This issue marks the second in our special series commemorating the 50th anniversary of the Asia-Pacific Journal of Teacher Education (APJTE). As expressed in our first issue, a number of initiatives are underway to harness the history of the journal – its editors, leading articles that were deemed to make a difference in the field as well as the topics and debates that have headlined different periods in the journal. APJTE is the journal of the …
Who educates the teacher educator? On research, practice, and politics
Editorial for Asia-Pacific Journal of Teacher Education, Volume 50, 2022 - Issue 4
Thinking about what has been ‘missing’ in the Asia-Pacific Journal of Teacher Education ( APJTE ) and perhaps the field more generally
Taking “Asia Pacific” seriously
Celebrating the 50th anniversary of APJTE
This year marks the 50th anniversary of the Asia-Pacific Journal of Teacher Education (APJTE). We, the editors of the journal, would like to celebrate the milestone year by organising a number of special features in our editorials throughout the year
Collective, Vulnerable, Nascent (Post) Qualitative Inquiry-Writing
As a group of multidisciplinary postgraduate research students and teachers emerging as a “we,” we read, discussed, and then, without planning to do so, responded in writing to the textual provocations of three post qualitative texts. We picture ourselves as a “classing,” a “becoming class” (Meirieu, 2020, para. 1.). We are a study-group-thinking-writing experimentation; vulnerable, wobbling and joyously grappling to (re)shape (our) post qualitat…
Sociology (33 obras) · Political science (26 obras) · Psychology (24 obras) · Mathematics education (22 obras) · Global Education and Multiculturalism (20 obras) · Pedagogy (19 obras) · Global Educational Policies and Reforms (18 obras) · Computer Science (15 obras) · Law (14 obras) · Teacher education (13 obras)