Catherine Thiele
Biographic Data
| ID | 358298 |
|---|---|
| NAME | Catherine Thiele |
| GIVEN NAMES | Catherine |
| FAMILY NAME | Thiele |
| SIGNATURE | THIELE C |
| AFFILIATIONS | University of the Sunshine Coast |
| ORCID | 0000-0002-0557-9395 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Philanthropy in higher education
Philanthropic partnerships are playing an increasingly prominent role in the agendas of higher education institutions. As universities seek external support to fund student equity initiatives and research, attention to how these partnerships are enacted has become critical. This paper draws on affect theory to examine the experiences of academic and professional staff involved in the operationalisation of philanthropic partnerships in Australia. …
The affective effects of data visualisations in school-data-events
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, …
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…
The role of teachers in mitigating student stress to progress learning
Many Australian young people experience mental health concerns, academic and study-related stresses, and socio-economic pressures. Phenomenological research conducted among primary and secondary schoolteachers in four Australian states investigated how teachers manage student wellbeing concerns and academic pressures and stresses. Findings identify key stresses that affect students’ performance and how teachers respond to these stresses to progre…
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…
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, …
The role of teachers in mitigating student stress to progress learning
Many Australian young people experience mental health concerns, academic and study-related stresses, and socio-economic pressures. Phenomenological research conducted among primary and secondary schoolteachers in four Australian states investigated how teachers manage student wellbeing concerns and academic pressures and stresses. Findings identify key stresses that affect students’ performance and how teachers respond to these stresses to progre…
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…
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…
The affective effects of data visualisations in school-data-events
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, …
Philanthropy in higher education
Philanthropic partnerships are playing an increasingly prominent role in the agendas of higher education institutions. As universities seek external support to fund student equity initiatives and research, attention to how these partnerships are enacted has become critical. This paper draws on affect theory to examine the experiences of academic and professional staff involved in the operationalisation of philanthropic partnerships in Australia. …
Digital Education and Society (2 works) · Higher Education Practises and Engagement (2 works) · Political science (2 works) · Sociology (2 works) · Academic achievement (1 work) · Aesthetics (1 work) · Affect (linguistics) (1 work) · Art (1 work) · Art Education and Development (1 work) · Artificial Intelligence (1 work)