Christine Winter
Biographic Data
| ID | 132709 |
|---|---|
| NAME | Christine Winter |
| GIVEN NAMES | Christine |
| FAMILY NAME | Winter |
| SIGNATURE | WINTER C |
| AFFILIATIONS | University of Sheffield |
| ORCID | 0000-0001-7917-7615 |
| VERIFIED | Yes |
| TOTAL WORKS | 42 |
| TOTAL CITATIONS | 62 |
| AUTHOR COUNT | 40 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
They’re probably quite used to this idea of us and them: The racialising assemblage and development discourses in school geography in England
Critiquing ‘powerful knowledge’ in school geography through a decolonial lens
The concept of ‘powerful knowledge’ has risen to prominence in the school curriculum in England, taking on a life both in educational policy and in the work of schools, teachers, teacher educators and students. This article conducts a decolonial critique of ‘powerful knowledge’ in school geography. We begin by reviewing research about ‘powerful knowledge’ in geography education before turning to its interpretation in education policy and curricul…
‘He has not been playing the game with us’: Paul Kirchhoff in imperial Britain
The decision by the British Colonial Office to prohibit the German-born anthropologist Paul Kirchhoff from entering any empire African colony, including South Africa, created a diplomatic problem as well a nearly derailing a major research project, ‘the Changing African’, developed by the German linguist Diedrich Westermann, London School of Economics (LSE) anthropologist Bronislaw Malinowski and JR Oldham, secretary of the London-based Internati…
Chicanery: Senior Academic Appointments in Antipodean Anthropology, 1920–1960
Academic appointments can bring forth unexpected and unforeseen contests and tensions, cause humiliation and embarrassment for unsuccessful applicants and reveal unexpected allies and enemies. It is also a time when harsh assessments can be made about colleagues’ intellectual abilities and their capacity as a scholar and fieldworker. The assessors’ reports were often disturbingly personal, laying bare their likes and dislikes that could determine…
Chicanery: Senior Academic Appointments in Antipodean Anthropology, 1920–1960
Chicanery: Senior Academic Appointments in Antipodean Anthropology, 1920-1960
Intergenerational Multispecies Justice: No Longer a Leap Elsewhere
BACKWARDS, IT PROMISES THE restoration of a moral order heretofore disrespected and violated; looking forward, the establishment of the institutional conditions in which lives might flourish without fear of arbitrary deprivation and harm.This, at least, is the ideal.In practice, under conditions where the logics of colonialism, capitalism, extractivism and human exceptionalism remain hegemonic, the justice mainstream institutions deliver all too …
Prologue
As a professional field of inquiry, social anthropology emerged at the beginning of the twentieth century, though it had many progenitors.It evolved from a field of sister disciplines and developed complex relationships with these.A racially informed psychology and colonial-experienced Christian mission are two to mention.Some of our cohort had an interest in or studied psychology, such as Ralph Piddington, who was awarded a Master of Arts in ant…
A Political Theory for a Multispecies, Climate-Challenged World: 2050
This essay is part of a special issue celebrating 50 years of Political Theory. The ambition of the editors was to mark this half century not with a retrospective but with a confabulation of futures. Contributors were asked: What will political theory look and sound like in the next century and beyond? What claims might political theorists or their descendants be making in ten, twenty-five, fifty, a hundred years’ time? How might they vindicate t…
A moral education? British Values, colour-blindness, and preventing terrorism
The Prevent Strategy tasks the British education sector with preventing radicalisation and extremism. It defines extremism as opposition to fundamental British Values and requires schools to promote these values and refer students and staff believed to be vulnerable to radicalisation. Little research examining the enactment of the Prevent and British Values curriculum has included students. To fill this gap, we investigated how students, teachers…
Competent Men: Papuan and New Guinean Medical Staff in the Wake of the Pacific War
Multispecies justice: Theories, challenges, and a research agenda for environmental politics
This essay seeks to open a conversation about multispecies justice in environmental politics. It sets out some of the theoretical approaches, key areas of exploration, and obvious challenges that come with rethinking a core plank of liberal theory and politics. First, we discuss some of the diverse scholarly fields that have influenced the emergence of multispecies justice. We then discuss core concerns at the centre of this reconfiguration of ju…
The International Committee of the Red Cross celebrates 80 years since its first delegation in Australia
As the International Committee of the Red Cross (ICRC) celebrates 80 years since its first delegation in Australia, this commentary considers the first Australian ICRC delegation (1941–1947), headed by the Swiss economist Dr Georges Guillaume Morel and his wife Eugenie Ernestine nee Zwerner, as a case study illuminating the importance of personality for a humanitarian mission. Coming through the League of Nations they innovated information flow, …
The Psy-Security-Curriculum ensemble: British Values curriculum policy in English schools
Framed as being in response to terrorist attacks and concerns about religious bias in some English schools, ‘British Values’ (BV) curriculum policy forms part of the British Government’s Counter-Terrorism and Security Act, 2015. This includes a Duty on teachers in England to actively promote British Values to deter students from radicalisation. This paper, first, traces the history of Britishness in the curriculum to reveal a prevalence of nation…
Standing Together: New Guinean Villagers and the Pacific War in the Huon Peninsula
This article analyses the struggle of civilians at the home front during the Pacific War (1941–45). The home front under analysis is the Huon Peninsula, a strategically important stretch of coastline on the New Guinea mainland. From late 1941 the Huon was a ‘borderland’ of overlapping colonial rule, partly occupied by Japanese forces, still patrolled by Australian coastwatchers, and serviced by (three) remaining German missionaries. From 1943 onw…
Home Fronts - Britain and the Empire at War, 1939-45
Examines the "home front" war effort from an overall imperial perspective, assessing the contribution of individual imperial territories. There is increasing interest in the "home front" during the Second World War, including issues such as how people coped with rationing, how women worked to contribute to the war effort, and how civilian morale fluctuated over time. Most studies on this subject are confined to Britain, or to a single other colon…
“The theatre with the most meagre audience”: War trophies from ex-German New Guinea
How the First World War is envisaged and commemorated in Australia has been the subject of many studies, which focus on the European war. Seemingly forgotten is the occupation of New Guinea, which has received recent interest as Australia’s first war action. This article analyses the first transient war memorials, namely the exhibiting of war trophies in local shop windows. The Australian Naval and Military Expeditionary Forces brought home and s…
Curriculum Knowledge, Justice, Relations: The Schools White Paper (2010) in England
In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the ‘gap’ leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contes…
Limits of Impartiality: The Delegates of the International Committee of the Red Cross in Australia during the Second World War
Through a case study of the first International Committee of the Red Cross (ICRC) delegation to Australia and its services to civilian internees, this article explores the question: Is impartial humanitarianism more successful than non-impartial services? To answer this question the article analyses the different needs of pro-Nazi and Jewish Germans, the latter being denied recognition as citizens by the National Socialist regime, and compares th…
Scholars at War: Australasian Social Scientists, 1939-1945
Examines the effect World War II had of the careers of Australasian social scientists. It links a group of scholars through geography, transnational, national and personal scholarly networks, and shared intellectual traditions, explores their use and contextualizes their experiences and contributions within wider examinations of the role of intellectuals in war
Scholars at War: Australasian Social Scientists, 1939–1945
Scholars at War is the first scholarly publication to examine the effect World War II had on the careers of Australasian social scientists. It links a group of scholars through geography, transnational, national and personal scholarly networks, and shared intellectual traditions, explores their use, and contextualizes their experiences and contributions within wider
Enframing geography: Subject, curriculum, knowledge, responsibility
The word ‘geo-graphy’ means ‘writing the earth’. The subject of geography bears responsibility for engaging, constituting and configuring world knowledge, in other words, what the world is. This paper describes an enquiry into the nature of school geographical knowledge at a time of curriculum policy reform. In 2010, the newly appointed Coalition government in Britain introduced the concept of core knowledge for the school curriculum. Some of the…
Creating spaces
Spaces and places for disrupting thinking about inclusive education in Hard Times
This paper sets out to read closely the National Curriculum Statutory Inclusion Statement in England (2007) alongside Hard Times to see if Dickens offers any insights into ethical responsibility and conceptualisations of inclusive education. I begin by presenting some of the meanings and associated problems of the term ‘inclusive education’ held by academics, activists and practitioners in the field before introducing my approach. I argue that ev…
Geography and education III: Update on the development of school geography in England under the Coalition Government
This third and final progress report traces developments in geography education in England from 2007 to 2012. I identify four recent education policy reforms introduced by the Coalition Government that impact on school and HE geography – international comparisons, core knowledge and the English baccalaureate (E-bac), teacher education and the A-level/HE interface – before focusing on each one in turn. The main themes to emerge from the analysis a…
A Political Theory for a Multispecies, Climate-Challenged World: 2050
This essay is part of a special issue celebrating 50 years of Political Theory. The ambition of the editors was to mark this half century not with a retrospective but with a confabulation of futures. Contributors were asked: What will political theory look and sound like in the next century and beyond? What claims might political theorists or their descendants be making in ten, twenty-five, fifty, a hundred years’ time? How might they vindicate t…
The Psy-Security-Curriculum ensemble: British Values curriculum policy in English schools
Framed as being in response to terrorist attacks and concerns about religious bias in some English schools, ‘British Values’ (BV) curriculum policy forms part of the British Government’s Counter-Terrorism and Security Act, 2015. This includes a Duty on teachers in England to actively promote British Values to deter students from radicalisation. This paper, first, traces the history of Britishness in the curriculum to reveal a prevalence of nation…
Geography and education I: The state of health of Geography in schools
A moral education? British Values, colour-blindness, and preventing terrorism
The Prevent Strategy tasks the British education sector with preventing radicalisation and extremism. It defines extremism as opposition to fundamental British Values and requires schools to promote these values and refer students and staff believed to be vulnerable to radicalisation. Little research examining the enactment of the Prevent and British Values curriculum has included students. To fill this gap, we investigated how students, teachers…
Geography and education III: Update on the development of school geography in England under the Coalition Government
This third and final progress report traces developments in geography education in England from 2007 to 2012. I identify four recent education policy reforms introduced by the Coalition Government that impact on school and HE geography – international comparisons, core knowledge and the English baccalaureate (E-bac), teacher education and the A-level/HE interface – before focusing on each one in turn. The main themes to emerge from the analysis a…
Geography and education II: Policy reform, Humanities and the future of school Geography in England
The subject of Geography maintains a relatively strong position in English universities today. In contrast, the subject is experiencing declining popularity in schools. In this article I report on recent developments in the English school curriculum for 11–14-year-olds which have contributed to the current state of health of Geography. At the same time, I warn against complacency on the part of university Geographers researching and teaching worl…
Curriculum Knowledge, Justice, Relations: The Schools White Paper (2010) in England
In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the ‘gap’ leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contes…
School curriculum, globalisation and the constitution of policy problems and solutions
To varying degrees, education policy reforms around the world are driven by educational discourses relating to globalisation. At the same time, national and local histories, cultures and politics mediate the effects of globalisation discourses. This paper employs methods of analysis that draw on the concepts of ‘vernacular globalization’ and ‘policy archaeology’ in order to examine the ways in which the effects of globalisation on National Curric…
Changing Frames: Identity and Citizenship of New Guineans of German Heritage during the Interwar Years
This paper investigates Melanesian-German history across national and regional boundaries, highlighting conflicting pressures on Pacific Islander-Germans during the interwar years; it brings to the fore a Kafkaesque web of contradictory transnational policy developments, legislation and radicalised government practices that impacted on the lives of German-New Guineans who lived in the Mandated Territory of New Guinea and as (transient) diasporas …
Teaching the Language of Learning: Towards a metacognitive approach to pupil empowerment
This is an exploratory study of a metacognitive approach to teaching low achieving pupils in a first year (Year 8) class in a secondary school. In working with a small group both inside and outside the classroom the research team hoped to illuminate the process whereby the social framework for a genuine dialogue about learning processes was established. The method involved the development and evaluation of an aide‐memoire of learning strategies w…
They’re probably quite used to this idea of us and them: The racialising assemblage and development discourses in school geography in England
Standing Together: New Guinean Villagers and the Pacific War in the Huon Peninsula
This article analyses the struggle of civilians at the home front during the Pacific War (1941–45). The home front under analysis is the Huon Peninsula, a strategically important stretch of coastline on the New Guinea mainland. From late 1941 the Huon was a ‘borderland’ of overlapping colonial rule, partly occupied by Japanese forces, still patrolled by Australian coastwatchers, and serviced by (three) remaining German missionaries. From 1943 onw…
Spaces and places for disrupting thinking about inclusive education in Hard Times
This paper sets out to read closely the National Curriculum Statutory Inclusion Statement in England (2007) alongside Hard Times to see if Dickens offers any insights into ethical responsibility and conceptualisations of inclusive education. I begin by presenting some of the meanings and associated problems of the term ‘inclusive education’ held by academics, activists and practitioners in the field before introducing my approach. I argue that ev…
Constructing education for sustainable development: The secondary school geography curriculum and initial teacher training
If education is a solution in working toward a sustainable future then initial teacher training (ITT) provides a strategic opportunity for ensuring that all teachers are able to teach for sustainability when they begin their teaching careers. This paper reports on a study of how four Postgraduate Certificate of Education (PGCE) student teachers planned and taught education for sustainable development (ESD) through geography during a school placem…
The Long Arm of the Third Reich
Mission histories and autobiographies dealing with the internment of Germans from New Guinea in Australia during World War II remember the shock and hardship of the initial detention and the journey from New Guinea to Australia, stories of funny events and good times in the camps, and the struggle with the Australian bureaucracy to get back to New Guinea. The time of enthusiastic or reluctant commitment to National Socialist leadership and ideolo…
The state steers by remote control: Standardising teacher education
This article questions whether the teacher training standards, (Department for Education and Employment Circular 4/98) have made it more difficult for teacher educators to help student teachers to become critically reflective teachers. It is suggested that, following the introduction of the discourse of the three 'e's', efficiency, economy and effectiveness and the teacher training standards, teacher 'education' has been transformed into teacher …
Education, Cooperation and the Cultural Practices of Assertive Girls
The aim of this article is to produce a fully contextualised, ethnographic account of how two assertive, high achieving, thirteen‐year‐old girls reacted to a teaching intervention designed to foster cooperative group work. The main focus is on how the girls used a ‘best friends’ strategy to control social action, maintain identities and realise their interests in the social context of the school. The girls’ practices are analysed and evaluated in…
Stress, coping, and substance use: More than ?just saying no
Education, Cooperation and the Cultural Practices of Assertive Girls
The aim of this article is to produce a fully contextualised, ethnographic account of how two assertive, high achieving, thirteen‐year‐old girls reacted to a teaching intervention designed to foster cooperative group work. The main focus is on how the girls used a ‘best friends’ strategy to control social action, maintain identities and realise their interests in the social context of the school. The girls’ practices are analysed and evaluated in…
Teaching the Language of Learning: Towards a metacognitive approach to pupil empowerment
This is an exploratory study of a metacognitive approach to teaching low achieving pupils in a first year (Year 8) class in a secondary school. In working with a small group both inside and outside the classroom the research team hoped to illuminate the process whereby the social framework for a genuine dialogue about learning processes was established. The method involved the development and evaluation of an aide‐memoire of learning strategies w…
Challenging the Dominant Paradigm in the Geography National Curriculum: Reconstructing place knowledge
This article argues that underpinning the National Curriculum Geography Order is a positivist, ethnocentric paradigm, the source of which can be traced to periods in the history of the subject. The purpose of the research described here was to enquire into the nature of this paradigm and to investigate the extent to which it can be challenged in the context of teaching and learning about place. In the National Curriculum Order, place study is giv…
Autonomy, relevance and the National Curriculum: A contextualized account of teachers’ reactions to an intervention
In this article we report on a university‐initiated action research project ¦which focused on the development and evaluation of strategies for enhancing pupils' self‐regulated learning in a secondary school. The project involved the research team working with teachers of one class of year‐8 pupils, many of whom were considered to be low achievers. The intervention consisted of the introduction of an innovative teaching approach designed to enhanc…
The state steers by remote control: Standardising teacher education
This article questions whether the teacher training standards, (Department for Education and Employment Circular 4/98) have made it more difficult for teacher educators to help student teachers to become critically reflective teachers. It is suggested that, following the introduction of the discourse of the three 'e's', efficiency, economy and effectiveness and the teacher training standards, teacher 'education' has been transformed into teacher …
The Resurgence of Racism: Howard, Hanson and the Race Debate
The Long Arm of the Third Reich
Mission histories and autobiographies dealing with the internment of Germans from New Guinea in Australia during World War II remember the shock and hardship of the initial detention and the journey from New Guinea to Australia, stories of funny events and good times in the camps, and the struggle with the Australian bureaucracy to get back to New Guinea. The time of enthusiastic or reluctant commitment to National Socialist leadership and ideolo…
Doing Justice to Geography in the Secondary School: Deconstruction, Invention and the National Curriculum
The subject of geography is declining in popularity at secondary school level and recent developments following the ‘cultural turn’ in Higher Education have had little impact in revitalising it. In this paper I explore the question: is there a problem with the school geography curriculum policy? After briefly sketching the history of the Geography National Curriculum policy (GNC), I focus on Caputo's (1997) commentary on Derrida and the idea of d…
Constructing education for sustainable development: The secondary school geography curriculum and initial teacher training
If education is a solution in working toward a sustainable future then initial teacher training (ITT) provides a strategic opportunity for ensuring that all teachers are able to teach for sustainability when they begin their teaching careers. This paper reports on a study of how four Postgraduate Certificate of Education (PGCE) student teachers planned and taught education for sustainable development (ESD) through geography during a school placem…
“A Good‐Will Ship”: The Light Cruiser Köln Visits Rabaul (1933)
The concept of loyalty still holds a central space in many histories about New Guinean‐Australian relations, especially during the Second World War, and translates into demands by Australians that New Guineans recognize Australia's political system as “the best”. In this article about the visit of the first German navy cruiser to New Guinea after the First World War, I tell a story not about loyalties, but about contesting colonial claims, namely…
Places, spaces, holes for knowing and writing the earth: The geography curriculum and Derrida's Khôra
This article enquires into the value of ‘concepts’ as a framework for the school curriculum by questioning their contribution towards our responsibilities for thinking about the earth. I take Derrida's deconstructive reading of Plato's Timaeus to show how spaces in meaning can be revealed, and more transgressive ways of knowing invited in. Derrida's Khôra marks the opportunity for something new, productive and unforeseeable to arise as the play o…
Geography and education I: The state of health of Geography in schools
Dear Dr. Janzow: Australia's Lutheran Churches and Refugees from Hitler's Germany – By Peter Monteath
Geography and education II: Policy reform, Humanities and the future of school Geography in England
The subject of Geography maintains a relatively strong position in English universities today. In contrast, the subject is experiencing declining popularity in schools. In this article I report on recent developments in the English school curriculum for 11–14-year-olds which have contributed to the current state of health of Geography. At the same time, I warn against complacency on the part of university Geographers researching and teaching worl…
Scholars at War: Australasian Social Scientists, 1939-1945
Examines the effect World War II had of the careers of Australasian social scientists. It links a group of scholars through geography, transnational, national and personal scholarly networks, and shared intellectual traditions, explores their use and contextualizes their experiences and contributions within wider examinations of the role of intellectuals in war
Scholars at War: Australasian Social Scientists, 1939–1945
Scholars at War is the first scholarly publication to examine the effect World War II had on the careers of Australasian social scientists. It links a group of scholars through geography, transnational, national and personal scholarly networks, and shared intellectual traditions, explores their use, and contextualizes their experiences and contributions within wider
Enframing geography: Subject, curriculum, knowledge, responsibility
The word ‘geo-graphy’ means ‘writing the earth’. The subject of geography bears responsibility for engaging, constituting and configuring world knowledge, in other words, what the world is. This paper describes an enquiry into the nature of school geographical knowledge at a time of curriculum policy reform. In 2010, the newly appointed Coalition government in Britain introduced the concept of core knowledge for the school curriculum. Some of the…
Creating spaces
Spaces and places for disrupting thinking about inclusive education in Hard Times
This paper sets out to read closely the National Curriculum Statutory Inclusion Statement in England (2007) alongside Hard Times to see if Dickens offers any insights into ethical responsibility and conceptualisations of inclusive education. I begin by presenting some of the meanings and associated problems of the term ‘inclusive education’ held by academics, activists and practitioners in the field before introducing my approach. I argue that ev…
Geography and education III: Update on the development of school geography in England under the Coalition Government
This third and final progress report traces developments in geography education in England from 2007 to 2012. I identify four recent education policy reforms introduced by the Coalition Government that impact on school and HE geography – international comparisons, core knowledge and the English baccalaureate (E-bac), teacher education and the A-level/HE interface – before focusing on each one in turn. The main themes to emerge from the analysis a…
School curriculum, globalisation and the constitution of policy problems and solutions
To varying degrees, education policy reforms around the world are driven by educational discourses relating to globalisation. At the same time, national and local histories, cultures and politics mediate the effects of globalisation discourses. This paper employs methods of analysis that draw on the concepts of ‘vernacular globalization’ and ‘policy archaeology’ in order to examine the ways in which the effects of globalisation on National Curric…
Changing Frames: Identity and Citizenship of New Guineans of German Heritage during the Interwar Years
This paper investigates Melanesian-German history across national and regional boundaries, highlighting conflicting pressures on Pacific Islander-Germans during the interwar years; it brings to the fore a Kafkaesque web of contradictory transnational policy developments, legislation and radicalised government practices that impacted on the lives of German-New Guineans who lived in the Mandated Territory of New Guinea and as (transient) diasporas …
Limits of Impartiality: The Delegates of the International Committee of the Red Cross in Australia during the Second World War
Through a case study of the first International Committee of the Red Cross (ICRC) delegation to Australia and its services to civilian internees, this article explores the question: Is impartial humanitarianism more successful than non-impartial services? To answer this question the article analyses the different needs of pro-Nazi and Jewish Germans, the latter being denied recognition as citizens by the National Socialist regime, and compares th…
Curriculum Knowledge, Justice, Relations: The Schools White Paper (2010) in England
In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the ‘gap’ leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contes…
Sociology (29 works) · Political science (28 works) · Law (18 works) · Pedagogy (17 works) · Curriculum (13 works) · Politics (13 works) · Psychology (13 works) · History (12 works) · Law (10 works) · Geography Education and Pedagogy (9 works)