Melissa Joy Wolfe
Biographic Data
| ID | 211645 |
|---|---|
| NAME | Melissa Joy Wolfe |
| GIVEN NAMES | Melissa Joy |
| FAMILY NAME | Wolfe |
| SIGNATURE | WOLFE M J |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0001-9951-9942 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 33 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
School uniforms that hurt
School uniforms are proliferating as a staple in figurations created of successful students around the world. In Australia the uniform as compulsory formal school wear is a growing phenomenon in both public and private education sectors. School uniforms have often been adopted as unproblematic, by schools, parents, policymakers, and students themselves. It remains unclear from the previous limited and often contradictory research, precisely how u…
Day-dreaming’ school climate
This paper becomes a mapping of a PhEmaterialist research project, an apparatus entangled with re/making the world that applauds difference in education. Feeling-thinking-making with critical posthumanist work, we affirm that school climate matters and encourage educators’ attention to the fluxing materiality of school climate created through everyday schooling events. Daydreaming aptly accounted for our slow PhEmaterialist-inspired theoretical w…
An affective cartography of choice, aspiration and belonging; mapping students’ feelings during an Australian rural student science exchange program
The capacity to aspire for young people is significant, as they cannot choose to be what they cannot experience or imagine becoming. Student exchange programmes that expand experiences of STEM may increase opportunities, interests, and participation for rural young people in the STEM subject field. This paper creates a cartography with data created from self-reported Year 10 students’ affective responses to experiences undergone during a three-we…
Mapping gendered affects
This paper emerged from an original concern regarding female under-representation in STEM fields. My concern soon morphed into considering what it feels like to be(come) as a girl student in school. Feelings produced during pedagogical events impact students’ ability to continue with their engagement, participation in, and choices about, their schooling and life trajectories. I inquire into teenagers’ accounts of pedagogical encounters that produ…
Education through smoke and ash
This paper speculates as to the material consequences of the ecological crisis for the current objectives of the education system in the State of Victoria. Drawing upon new materialist thought, it presents a post-qualitative inquiry into the lead author’s experiences as an educator during a 2014 fire event in the Latrobe Valley region of Gippsland, Victoria, Australia, known as the Hazelwood Coal Mine Fire. By engaging in thinking without method …
Erasures of gender in/equity in Australian schooling
This paper is a making, a cartography that maps gender equity policy in Australian education. I suggest that entrenched reductive sexist, racist, homo/transphobic and misogynistic practices have not significantly shifted materially since the implementation of inaugural gender equity programs in the 1970s, despite the investment of much money, research and purported policy changes. My cartography intentionally draws attention to how policy materia…
Waving not drowning – The joyous feminist possibilities of single (un)becoming women
Shameful interest in educational research
This article considers ontological conceptualizations of shame-interest as experienced in educational research. Shame has frequently been reported in research as a property of the autonomous individual: the shame of the participant to share with the researcher, and the shame of the researcher to reflexively eliminate. Shame-interest is re-theorized here as a generative research event, as intra-action, as one simultaneous movement in the ongoing p…
Materialising effects of difference in sex education
This article scrutinises pedagogical practices undergone in sexuality education as recorded with two intergenerational groups of former Australian schoolgirls. It discusses the surprising widespread use of the plastic, white, circumcised banana penis in sexuality education experienced by the younger group. The normalisation of the white, circumcised, plastic, banana penis (without reference to the vulva and/or vagina) is telling about what bodies…
Affective violence
This conceptual paper describes, interrupts and diffractively explores named patriarchal practices as performatively and situationally (re)produced via gender norms. We are attentive to ways in which heteronormative familial conventions maintain and reinscribe gendered binaries reductively as natural. We suggest that heteronormative familial relations re/produce gendered difference as intrinsically disadvantageous to female bodies and that this r…
Smart girls traversing assemblages of gender and class in Australian secondary mathematics classrooms
I examine experiences of former Australian schoolgirls in relation to mathematics during secondary school. This research scrutinises misunderstandings about success and impact on subject choice that can result in post-schooling trajectories that limit what girls can do in their lives beyond school. I examine ways affective relationality, as a sense of embodied belonging, may influence participation in subjects. I frame the discussion using the Ba…
Affective schoolgirl assemblages making school spaces of non/belonging
Refracting schoolgirls
This article contributes to the discussion of gender inequality in schools with the central theme tracing ways that pedagogical affect im/mobilises agency. I argue that what I call ‘the schoolgirl affect’, as distinctly gendered pedagogical practices in schools, constitute a schoolgirl body that refracts capacity for action in particular ways. Karen Barad's theorising of performativity allows me to move away from a definition of what schoolgirl s…
Post-Qualitative Filmic Research in Education
This article discusses a filmic research methodology that notices the tangible aesthetic affective entanglements of entities. It explicitly notices traces of self as discernible in others as mattering and is understood as an affirmative movement that may enable an uptake of equal opportunity in education. This filmic work with former Australian schoolgirls expands on Bill Nichols' framing of performative documentary by drawing on Karen Barad's ne…
Puberty Blues —then and now
This paper attempts a diffractive analysis that reads Bruce Beresford’s Australian populist film Puberty Blues (1981) through the more recent (2012) Channel 10 eight-part series television of the same title. The purpose of this experimental analysis is to notice ways both of these filmic artefacts re/enact gendered semblances performatively, co-creating binary gender relations through Baradian intra-actions with a virtual audience (in the perpetu…
Post-Qualitative Filmic Research in Education
This article discusses a filmic research methodology that notices the tangible aesthetic affective entanglements of entities. It explicitly notices traces of self as discernible in others as mattering and is understood as an affirmative movement that may enable an uptake of equal opportunity in education. This filmic work with former Australian schoolgirls expands on Bill Nichols' framing of performative documentary by drawing on Karen Barad's ne…
Refracting schoolgirls
This article contributes to the discussion of gender inequality in schools with the central theme tracing ways that pedagogical affect im/mobilises agency. I argue that what I call ‘the schoolgirl affect’, as distinctly gendered pedagogical practices in schools, constitute a schoolgirl body that refracts capacity for action in particular ways. Karen Barad's theorising of performativity allows me to move away from a definition of what schoolgirl s…
Erasures of gender in/equity in Australian schooling
This paper is a making, a cartography that maps gender equity policy in Australian education. I suggest that entrenched reductive sexist, racist, homo/transphobic and misogynistic practices have not significantly shifted materially since the implementation of inaugural gender equity programs in the 1970s, despite the investment of much money, research and purported policy changes. My cartography intentionally draws attention to how policy materia…
Affective schoolgirl assemblages making school spaces of non/belonging
Materialising effects of difference in sex education
This article scrutinises pedagogical practices undergone in sexuality education as recorded with two intergenerational groups of former Australian schoolgirls. It discusses the surprising widespread use of the plastic, white, circumcised banana penis in sexuality education experienced by the younger group. The normalisation of the white, circumcised, plastic, banana penis (without reference to the vulva and/or vagina) is telling about what bodies…
Affective violence
This conceptual paper describes, interrupts and diffractively explores named patriarchal practices as performatively and situationally (re)produced via gender norms. We are attentive to ways in which heteronormative familial conventions maintain and reinscribe gendered binaries reductively as natural. We suggest that heteronormative familial relations re/produce gendered difference as intrinsically disadvantageous to female bodies and that this r…
Smart girls traversing assemblages of gender and class in Australian secondary mathematics classrooms
I examine experiences of former Australian schoolgirls in relation to mathematics during secondary school. This research scrutinises misunderstandings about success and impact on subject choice that can result in post-schooling trajectories that limit what girls can do in their lives beyond school. I examine ways affective relationality, as a sense of embodied belonging, may influence participation in subjects. I frame the discussion using the Ba…
Day-dreaming’ school climate
This paper becomes a mapping of a PhEmaterialist research project, an apparatus entangled with re/making the world that applauds difference in education. Feeling-thinking-making with critical posthumanist work, we affirm that school climate matters and encourage educators’ attention to the fluxing materiality of school climate created through everyday schooling events. Daydreaming aptly accounted for our slow PhEmaterialist-inspired theoretical w…
Puberty Blues —then and now
This paper attempts a diffractive analysis that reads Bruce Beresford’s Australian populist film Puberty Blues (1981) through the more recent (2012) Channel 10 eight-part series television of the same title. The purpose of this experimental analysis is to notice ways both of these filmic artefacts re/enact gendered semblances performatively, co-creating binary gender relations through Baradian intra-actions with a virtual audience (in the perpetu…
Smart girls traversing assemblages of gender and class in Australian secondary mathematics classrooms
I examine experiences of former Australian schoolgirls in relation to mathematics during secondary school. This research scrutinises misunderstandings about success and impact on subject choice that can result in post-schooling trajectories that limit what girls can do in their lives beyond school. I examine ways affective relationality, as a sense of embodied belonging, may influence participation in subjects. I frame the discussion using the Ba…
Affective schoolgirl assemblages making school spaces of non/belonging
Refracting schoolgirls
This article contributes to the discussion of gender inequality in schools with the central theme tracing ways that pedagogical affect im/mobilises agency. I argue that what I call ‘the schoolgirl affect’, as distinctly gendered pedagogical practices in schools, constitute a schoolgirl body that refracts capacity for action in particular ways. Karen Barad's theorising of performativity allows me to move away from a definition of what schoolgirl s…
Post-Qualitative Filmic Research in Education
This article discusses a filmic research methodology that notices the tangible aesthetic affective entanglements of entities. It explicitly notices traces of self as discernible in others as mattering and is understood as an affirmative movement that may enable an uptake of equal opportunity in education. This filmic work with former Australian schoolgirls expands on Bill Nichols' framing of performative documentary by drawing on Karen Barad's ne…
Shameful interest in educational research
This article considers ontological conceptualizations of shame-interest as experienced in educational research. Shame has frequently been reported in research as a property of the autonomous individual: the shame of the participant to share with the researcher, and the shame of the researcher to reflexively eliminate. Shame-interest is re-theorized here as a generative research event, as intra-action, as one simultaneous movement in the ongoing p…
Materialising effects of difference in sex education
This article scrutinises pedagogical practices undergone in sexuality education as recorded with two intergenerational groups of former Australian schoolgirls. It discusses the surprising widespread use of the plastic, white, circumcised banana penis in sexuality education experienced by the younger group. The normalisation of the white, circumcised, plastic, banana penis (without reference to the vulva and/or vagina) is telling about what bodies…
Affective violence
This conceptual paper describes, interrupts and diffractively explores named patriarchal practices as performatively and situationally (re)produced via gender norms. We are attentive to ways in which heteronormative familial conventions maintain and reinscribe gendered binaries reductively as natural. We suggest that heteronormative familial relations re/produce gendered difference as intrinsically disadvantageous to female bodies and that this r…
Waving not drowning – The joyous feminist possibilities of single (un)becoming women
Education through smoke and ash
This paper speculates as to the material consequences of the ecological crisis for the current objectives of the education system in the State of Victoria. Drawing upon new materialist thought, it presents a post-qualitative inquiry into the lead author’s experiences as an educator during a 2014 fire event in the Latrobe Valley region of Gippsland, Victoria, Australia, known as the Hazelwood Coal Mine Fire. By engaging in thinking without method …
Erasures of gender in/equity in Australian schooling
This paper is a making, a cartography that maps gender equity policy in Australian education. I suggest that entrenched reductive sexist, racist, homo/transphobic and misogynistic practices have not significantly shifted materially since the implementation of inaugural gender equity programs in the 1970s, despite the investment of much money, research and purported policy changes. My cartography intentionally draws attention to how policy materia…
An affective cartography of choice, aspiration and belonging; mapping students’ feelings during an Australian rural student science exchange program
The capacity to aspire for young people is significant, as they cannot choose to be what they cannot experience or imagine becoming. Student exchange programmes that expand experiences of STEM may increase opportunities, interests, and participation for rural young people in the STEM subject field. This paper creates a cartography with data created from self-reported Year 10 students’ affective responses to experiences undergone during a three-we…
Mapping gendered affects
This paper emerged from an original concern regarding female under-representation in STEM fields. My concern soon morphed into considering what it feels like to be(come) as a girl student in school. Feelings produced during pedagogical events impact students’ ability to continue with their engagement, participation in, and choices about, their schooling and life trajectories. I inquire into teenagers’ accounts of pedagogical encounters that produ…
School uniforms that hurt
School uniforms are proliferating as a staple in figurations created of successful students around the world. In Australia the uniform as compulsory formal school wear is a growing phenomenon in both public and private education sectors. School uniforms have often been adopted as unproblematic, by schools, parents, policymakers, and students themselves. It remains unclear from the previous limited and often contradictory research, precisely how u…
Day-dreaming’ school climate
This paper becomes a mapping of a PhEmaterialist research project, an apparatus entangled with re/making the world that applauds difference in education. Feeling-thinking-making with critical posthumanist work, we affirm that school climate matters and encourage educators’ attention to the fluxing materiality of school climate created through everyday schooling events. Daydreaming aptly accounted for our slow PhEmaterialist-inspired theoretical w…
Sociology (13 works) · Psychology (12 works) · Epistemology (9 works) · Social Psychology (9 works) · Gender Studies (8 works) · Aesthetics (7 works) · Gender Roles and Identity Studies (7 works) · Gender Studies (6 works) · Art (5 works) · Feeling (5 works)