Erica Mcwilliam
Datos Biográficos
| ID | 760256 |
|---|---|
| NOMBRE | Erica Mcwilliam |
| NOMBRES | Erica |
| APELLIDO | Mcwilliam |
| FIRMA | MCWILLIAM E |
| AFILIACIONES | Queensland University of Technology |
| VERIFICADO | No |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAS | 66 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1987 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2011 |
| ÍNDICE H | 5 |
Measuring creative potential
Despite the burgeoning rhetoric from political, social and educational commentators regarding creativity and learning and teaching, there is a paucity of scalable and measurable examples of creativity-centric pedagogical practice. This paper makes an argument for the application of social network visualisations to inform and support creativity-enabling pedagogical practice. This paper first describes social networks and how they relate to creativ…
Educating the creative workforce
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 not only about elites but involves everyone. This article investigates three key domains—scholarship, commerce and learning—to argue the importance of moving creativity from the margins of formal education to its centre. First, the article elaborates th…
Who's Dean today? Acting and interim management as paradoxes of the contemporary university
Interim, discontinuous or 'acting' management is an increasingly ubiquitous feature of universities. This paper asks: What are the implications of this for good academic governance? Should we understand this managerial dance as a symptom of the collapse of good managerial order or, by contrast, as a symptom of the robustness and flexibility of the organisational culture of the university? Or both? This paper answers 'all of the above' to these qu…
Managing 'nearly reasonable' risk in the contemporary university
This article 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 assumptions that underpin such systems, and how such systems, once operationalised, change the work that academics actually do. The aim is to draw attention to the extent to which the heightened risk consciousness that has become a hallmark of the contempor…
From balance to blasphemy
This paper seeks to make trouble for the metaphor of ‘balance’ in early childhood education research, drawing on the arguments of Gore (, ), Haraway (), McWilliam (), and a study (McArdle, ) that was designed to focus not only on teacher practice, but also to inquire into ways of speaking teacher practice. Our rationale for trouble‐making is to ask questions about the way that the imperative to ‘balance’ disallows the investigation of pedagogy as…
An unprotected species? On teachers as risky subjects
This paper explores the issue of teacher vulnerability at a time of ‘child panic’. It does so by first elaborating risk‐consciousness as a powerful social and cultural rationality for producing moral climates and organisational identities, and then investigating how this rationality works through the fraught issue of teacher touch. Empirical data is drawn from two studies of teacher work in Australian and New Zealand schools to demonstrate that t…
Emotional literacy as a pedagogical product
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 parts. First, it explores the dimensions of emotional literacy as a knowledge object, showing how the take-up of EQ may be understood to represent the triumph of self-stylisation-as-substance. Second, it indicates how it is located in a larger pedagog…
Changing the academic subject
The article 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 organization. It explores how risk minimization as audit (individual, departmental, organizational), engages all individuals within the university in doing particular sorts of work on themselves, the work of turning themselves into ‘professional experts’. The theme i…
Doctoral Education, Danger and Risk Management
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 for universities worldwide in managing doctoral programs to optimise their productivity and minimise the risk of failure, costliness and/or litigation. An effect of this is that professional and personal relationships in universities, as in many other …
Getting tense about genealogy
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 purpose of genealogy as a method deriving from the work of Michel Foucault. The authors then indicate how such understandings were applied by each of them to a particular scholarly task. In elaborating the uses and the pitfalls of genealogical approaches by…
Teacher Im/Material
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 instructional design. While the imperative to use communication technologies to increase learner access is laudable, the question of "access to what?" should also be addressed in all of its complexity. Disparate terrains of new literature about teaching and …
Probing Protocols
The authors interrogate genital examinations as events in which both client and practitioner are `produced' as relational subjects in quite specific ways. This article explores the way one female sex health worker talks about her work as a form of cultural exchange, noting what she requires of her clients and seeks to give of herself. Of particular importance is the way the practitioner produces the client as a social subject amenable to intimate…
Touchy Subjects
This paper provides an analysis of pedagogy as an erotic field. The complexity of pedagogy work is addressed in terms of what the notion of an ambiguous and duplicitous ‘erotics of pedagogy’ can contribute to our understanding of teaching and learning. I note the ambivalence of feminist and other progressive educators about desire and pleasure in pedagogy, and attempt to make a case for reclaiming the notions of pedagogical ‘erotics’ and ‘seducti…
Ragged Edges
This paper focuses on practices about which many tertiary teachers are publicly silent and privately stumped—the thorny issue of equity for non‐English speaking background (NESB) international students, as it is to be enacted in higher degree teaching and evaluation practices. While there is no end to the amount of rhetoric about equity and NESB students to be found in educational ‘quality’ documents, the ethical and logistical problems raised by…
Post’ Haste
This paper outlines the difficulties in conceptualising and presenting research, in particular doctoral work in education, in the current climate of intellectual theorising. It argues that many researchers experience a phenomenon described in the paper as ‘post‐modernist tension’ when trying to write in an atmosphere of theoretical and methodological uncertainty. The author elaborates the ‘symptoms’ of post‐modernist tension, and makes a critique…
Postpositivism, Post-Haste
’He is quick, thinking in clear images. I am slow, thinking in broken images. He becomes dull, trusting to his clear images; I become sharp, mistrusting my broken images.‘ ‘In Broken Images’ — Robert Graves
Towards Advocacy
This paper seeks to draw attention to the extent to which liberatory pedagogical intentions can function as part of a technology of surveillance unless, as socially critical educators, we actively work against our own tendency to totalising educational discourse. It notes a number of folkloric traditions in pre‐service teacher education that derive from discursive practices which position students either as inevitably acting out a well‐documented…
Teaching Kylie Mole
Fundamentalist Education Industrial Implications for Queensland Educators -- And Others
This study examines recent industrial disputes between the Queensland Association of Teachers in Independent Schools and a number of fundamentalist educational institutions in Queensland within the context of the industrial climate which has prevailed in this state. Moves by fundamentalist schools to by‐pass, change or over‐ride present industrial awards as they apply to state or federally funded educational institutional institutions are explore…
The Challenge of the New Right
(1987). THE CHALLENGE OF THE NEW RIGHT: It's Liberty versus Equality and to Hell with Fraternity! Discourse: Studies in the Cultural Politics of Education: Vol. 8, No. 1, pp. 61-76
Touchy Subjects
This paper provides an analysis of pedagogy as an erotic field. The complexity of pedagogy work is addressed in terms of what the notion of an ambiguous and duplicitous ‘erotics of pedagogy’ can contribute to our understanding of teaching and learning. I note the ambivalence of feminist and other progressive educators about desire and pleasure in pedagogy, and attempt to make a case for reclaiming the notions of pedagogical ‘erotics’ and ‘seducti…
Changing the academic subject
The article 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 organization. It explores how risk minimization as audit (individual, departmental, organizational), engages all individuals within the university in doing particular sorts of work on themselves, the work of turning themselves into ‘professional experts’. The theme i…
Getting tense about genealogy
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 purpose of genealogy as a method deriving from the work of Michel Foucault. The authors then indicate how such understandings were applied by each of them to a particular scholarly task. In elaborating the uses and the pitfalls of genealogical approaches by…
An unprotected species? On teachers as risky subjects
This paper explores the issue of teacher vulnerability at a time of ‘child panic’. It does so by first elaborating risk‐consciousness as a powerful social and cultural rationality for producing moral climates and organisational identities, and then investigating how this rationality works through the fraught issue of teacher touch. Empirical data is drawn from two studies of teacher work in Australian and New Zealand schools to demonstrate that t…
Towards Advocacy
This paper seeks to draw attention to the extent to which liberatory pedagogical intentions can function as part of a technology of surveillance unless, as socially critical educators, we actively work against our own tendency to totalising educational discourse. It notes a number of folkloric traditions in pre‐service teacher education that derive from discursive practices which position students either as inevitably acting out a well‐documented…
Post’ Haste
This paper outlines the difficulties in conceptualising and presenting research, in particular doctoral work in education, in the current climate of intellectual theorising. It argues that many researchers experience a phenomenon described in the paper as ‘post‐modernist tension’ when trying to write in an atmosphere of theoretical and methodological uncertainty. The author elaborates the ‘symptoms’ of post‐modernist tension, and makes a critique…
Who's Dean today? Acting and interim management as paradoxes of the contemporary university
Interim, discontinuous or 'acting' management is an increasingly ubiquitous feature of universities. This paper asks: What are the implications of this for good academic governance? Should we understand this managerial dance as a symptom of the collapse of good managerial order or, by contrast, as a symptom of the robustness and flexibility of the organisational culture of the university? Or both? This paper answers 'all of the above' to these qu…
From balance to blasphemy
This paper seeks to make trouble for the metaphor of ‘balance’ in early childhood education research, drawing on the arguments of Gore (, ), Haraway (), McWilliam (), and a study (McArdle, ) that was designed to focus not only on teacher practice, but also to inquire into ways of speaking teacher practice. Our rationale for trouble‐making is to ask questions about the way that the imperative to ‘balance’ disallows the investigation of pedagogy as…
The Challenge of the New Right
(1987). THE CHALLENGE OF THE NEW RIGHT: It's Liberty versus Equality and to Hell with Fraternity! Discourse: Studies in the Cultural Politics of Education: Vol. 8, No. 1, pp. 61-76
Doctoral Education, Danger and Risk Management
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 for universities worldwide in managing doctoral programs to optimise their productivity and minimise the risk of failure, costliness and/or litigation. An effect of this is that professional and personal relationships in universities, as in many other …
Postpositivism, Post-Haste
’He is quick, thinking in clear images. I am slow, thinking in broken images. He becomes dull, trusting to his clear images; I become sharp, mistrusting my broken images.‘ ‘In Broken Images’ — Robert Graves
Managing 'nearly reasonable' risk in the contemporary university
This article 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 assumptions that underpin such systems, and how such systems, once operationalised, change the work that academics actually do. The aim is to draw attention to the extent to which the heightened risk consciousness that has become a hallmark of the contempor…
Emotional literacy as a pedagogical product
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 parts. First, it explores the dimensions of emotional literacy as a knowledge object, showing how the take-up of EQ may be understood to represent the triumph of self-stylisation-as-substance. Second, it indicates how it is located in a larger pedagog…
Teacher Im/Material
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 instructional design. While the imperative to use communication technologies to increase learner access is laudable, the question of "access to what?" should also be addressed in all of its complexity. Disparate terrains of new literature about teaching and …
Fundamentalist Education Industrial Implications for Queensland Educators -- And Others
This study examines recent industrial disputes between the Queensland Association of Teachers in Independent Schools and a number of fundamentalist educational institutions in Queensland within the context of the industrial climate which has prevailed in this state. Moves by fundamentalist schools to by‐pass, change or over‐ride present industrial awards as they apply to state or federally funded educational institutional institutions are explore…
The Challenge of the New Right
(1987). THE CHALLENGE OF THE NEW RIGHT: It's Liberty versus Equality and to Hell with Fraternity! Discourse: Studies in the Cultural Politics of Education: Vol. 8, No. 1, pp. 61-76
Fundamentalist Education Industrial Implications for Queensland Educators -- And Others
This study examines recent industrial disputes between the Queensland Association of Teachers in Independent Schools and a number of fundamentalist educational institutions in Queensland within the context of the industrial climate which has prevailed in this state. Moves by fundamentalist schools to by‐pass, change or over‐ride present industrial awards as they apply to state or federally funded educational institutional institutions are explore…
Teaching Kylie Mole
Towards Advocacy
This paper seeks to draw attention to the extent to which liberatory pedagogical intentions can function as part of a technology of surveillance unless, as socially critical educators, we actively work against our own tendency to totalising educational discourse. It notes a number of folkloric traditions in pre‐service teacher education that derive from discursive practices which position students either as inevitably acting out a well‐documented…
Post’ Haste
This paper outlines the difficulties in conceptualising and presenting research, in particular doctoral work in education, in the current climate of intellectual theorising. It argues that many researchers experience a phenomenon described in the paper as ‘post‐modernist tension’ when trying to write in an atmosphere of theoretical and methodological uncertainty. The author elaborates the ‘symptoms’ of post‐modernist tension, and makes a critique…
Postpositivism, Post-Haste
’He is quick, thinking in clear images. I am slow, thinking in broken images. He becomes dull, trusting to his clear images; I become sharp, mistrusting my broken images.‘ ‘In Broken Images’ — Robert Graves
Ragged Edges
This paper focuses on practices about which many tertiary teachers are publicly silent and privately stumped—the thorny issue of equity for non‐English speaking background (NESB) international students, as it is to be enacted in higher degree teaching and evaluation practices. While there is no end to the amount of rhetoric about equity and NESB students to be found in educational ‘quality’ documents, the ethical and logistical problems raised by…
Touchy Subjects
This paper provides an analysis of pedagogy as an erotic field. The complexity of pedagogy work is addressed in terms of what the notion of an ambiguous and duplicitous ‘erotics of pedagogy’ can contribute to our understanding of teaching and learning. I note the ambivalence of feminist and other progressive educators about desire and pleasure in pedagogy, and attempt to make a case for reclaiming the notions of pedagogical ‘erotics’ and ‘seducti…
Teacher Im/Material
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 instructional design. While the imperative to use communication technologies to increase learner access is laudable, the question of "access to what?" should also be addressed in all of its complexity. Disparate terrains of new literature about teaching and …
Probing Protocols
The authors interrogate genital examinations as events in which both client and practitioner are `produced' as relational subjects in quite specific ways. This article explores the way one female sex health worker talks about her work as a form of cultural exchange, noting what she requires of her clients and seeks to give of herself. Of particular importance is the way the practitioner produces the client as a social subject amenable to intimate…
Getting tense about genealogy
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 purpose of genealogy as a method deriving from the work of Michel Foucault. The authors then indicate how such understandings were applied by each of them to a particular scholarly task. In elaborating the uses and the pitfalls of genealogical approaches by…
Doctoral Education, Danger and Risk Management
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 for universities worldwide in managing doctoral programs to optimise their productivity and minimise the risk of failure, costliness and/or litigation. An effect of this is that professional and personal relationships in universities, as in many other …
Emotional literacy as a pedagogical product
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 parts. First, it explores the dimensions of emotional literacy as a knowledge object, showing how the take-up of EQ may be understood to represent the triumph of self-stylisation-as-substance. Second, it indicates how it is located in a larger pedagog…
Changing the academic subject
The article 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 organization. It explores how risk minimization as audit (individual, departmental, organizational), engages all individuals within the university in doing particular sorts of work on themselves, the work of turning themselves into ‘professional experts’. The theme i…
From balance to blasphemy
This paper seeks to make trouble for the metaphor of ‘balance’ in early childhood education research, drawing on the arguments of Gore (, ), Haraway (), McWilliam (), and a study (McArdle, ) that was designed to focus not only on teacher practice, but also to inquire into ways of speaking teacher practice. Our rationale for trouble‐making is to ask questions about the way that the imperative to ‘balance’ disallows the investigation of pedagogy as…
An unprotected species? On teachers as risky subjects
This paper explores the issue of teacher vulnerability at a time of ‘child panic’. It does so by first elaborating risk‐consciousness as a powerful social and cultural rationality for producing moral climates and organisational identities, and then investigating how this rationality works through the fraught issue of teacher touch. Empirical data is drawn from two studies of teacher work in Australian and New Zealand schools to demonstrate that t…
Managing 'nearly reasonable' risk in the contemporary university
This article 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 assumptions that underpin such systems, and how such systems, once operationalised, change the work that academics actually do. The aim is to draw attention to the extent to which the heightened risk consciousness that has become a hallmark of the contempor…
Educating the creative workforce
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 not only about elites but involves everyone. This article investigates three key domains—scholarship, commerce and learning—to argue the importance of moving creativity from the margins of formal education to its centre. First, the article elaborates th…
Who's Dean today? Acting and interim management as paradoxes of the contemporary university
Interim, discontinuous or 'acting' management is an increasingly ubiquitous feature of universities. This paper asks: What are the implications of this for good academic governance? Should we understand this managerial dance as a symptom of the collapse of good managerial order or, by contrast, as a symptom of the robustness and flexibility of the organisational culture of the university? Or both? This paper answers 'all of the above' to these qu…
Measuring creative potential
Despite the burgeoning rhetoric from political, social and educational commentators regarding creativity and learning and teaching, there is a paucity of scalable and measurable examples of creativity-centric pedagogical practice. This paper makes an argument for the application of social network visualisations to inform and support creativity-enabling pedagogical practice. This paper first describes social networks and how they relate to creativ…
Sociology (20 obras) · Political science (14 obras) · Epistemology (12 obras) · Pedagogy (12 obras) · Law (10 obras) · Psychology (10 obras) · Philosophy (7 obras) · Public relations (6 obras) · Social Psychology (6 obras) · Economics (5 obras)