Kirsten Lambert
Biographic Data
| ID | 3701232 |
|---|---|
| NAME | Kirsten Lambert |
| GIVEN NAMES | Kirsten |
| FAMILY NAME | Lambert |
| SIGNATURE | LAMBERT K |
| AFFILIATIONS | Murdoch University |
| ORCID | 0000-0001-7910-2373 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Revisiting the secret garden: (De)territorialising Student Transience Through Stories From a University Garden
Purpose This paper aims to explore burgeoning becomings of university students who participated in a university community garden project during and after the Covid-19 pandemic. The problem of student engagement at universities was amplified by the pandemic worldwide. Design/methodology/approach Using posthumanist Deluzean rhizoanalysis, the authors map the emergence of a sustainable community through qualitative semi-structured interviews into un…
Embracing vulnerability and evolving through trauma: Teacher educators’ collaborative autoethnographic reflections
Differentiate! But don't expect it for yourself’ experiences of teachers with disability undertaking high-stakes testing in ableist education assemblages
Work hard, play hard, drink hard’: Frontier masculinities and female teachers’ experiences in a regional Australian mining town
Teacher attrition is a significant issue that has been the subject of much recent critical research and public debate. What is less often explored in the literature is the gendered nature of teaching and the unique struggles female teachers face in the workforce, particularly in remote, regional and rural (RRR) schools. As a historically female-dominated profession, women, particularly teacher-mothers face a distinctive set of barriers to career …
Cutting the Gordian knot of the education ‘crisis’ with teacher testing. A blunt instrument that crushes marginalised pre-service teachers
Inclusive rhetoric, exclusive reality. A critical discourse analysis on government responses to the Australian disability royal commission recommendations
Royal commissions are powerful symbols of truth-telling, underpinned by restorative justice, aiming to address historic mishandling by giving voice to survivors of prejudice, abuse, and institutional injustice. The Australian Federal Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability (2019–2023) exposed routine violence, abuse, and exploitation of people with disability. The Commission made recommendations t…
Survival mode: Navigating the First Five Years of Teaching Performing Arts in Neoliberal Education Assemblages
This paper shares data from a longitudinal study into secondary performing arts teachers’ perceptions of their first five years of teaching. Utilising Deleuze and Guattari’s concept of rhizomatic becomings and Braidotti’s posthuman knowing subject, our research explores the embodied, relational, and fluid identities of early career teachers. This is important when exploring nascent teacher becomings because it takes into consideration the configu…
Being grateful for the crumbs”: Empathy, stress and vulnerability experienced by teaching-mothers in the performing arts in Australian schools
Teacher attrition is a salient issue across the Western world. Whilst this has been widely discussed in the literature, what is missing in the discourse, is a gendered focus. This narrative inquiry into the experiences of Australian women who resumed teaching after becoming parents offers insight into how parenthood can complement and enhance teachers’ pedagogy and relationships with students. Narrative portraits also reveal how the intersection …
Hyper-performativity and early career teachers: Interrogating Teacher Subjectivities in Neoliberal Educational Assemblages
This paper explores the hyper-performative expectations of early career teachers (ECTs) in the context of neoliberal education assemblages. The need to support and retain beginning teachers is a salient issue in the context of troubling rates of teacher attrition. The study explores how ECTs perceive teacher identities in response to national standards. Our research revealed that ECTs held concerning conceptions of ‘quality teaching’ that are lar…
Desiring machines and nomad spaces: Neoliberalism, Performativity and Becoming in Senior Secondary Drama Classrooms
This paper explores Deleuze and Guattari's schizoanalysis in relation to student and teacher becomings and the way these are actualised within the neoliberal and heterosexually striated spaces of the secondary school assemblage. Deleuze and Guattari considered a narrow approach to education problematic and called for creativity as a site of ‘resistance’. Drama is one subject rich with potentiality for students to strengthen their creativity and ‘…
Embodiment and becoming in secondary drama classrooms: The effects of neoliberal education cultures on performances of self and of drama texts
This article explores the effects of neoliberalism and performative educational cultures on secondary school drama classrooms. We consider the ways Deleuze and Guattari’s schizoanalysis and Butler’s concept of gender performance enable us to chart the embodied, relational, spatial and affective energies that inhabit the often neoliberal and heterosexually striated space of the drama classroom. These post-humanist analyses are useful methodologica…
Data-Driven Performativity: Neoliberalism's Impact on Drama Education in Western Australian Secondary Schools
The much touted “difficult economic times” we live in have in recent years resulted in a drastic reduction in arts and education funding in western capitalist nations (Fowles 2014; Henwood and Featherstone 2013; Murray and Erridge 2012; Smith 2013). For example, in Australia, the 2013 landslide victory of the conservative Abbott government resulted in an almost immediate slashing of funding for education (A$1.1 b) and the arts (A$87.1 m) (Riddle …
Hyper-performativity and early career teachers: Interrogating Teacher Subjectivities in Neoliberal Educational Assemblages
This paper explores the hyper-performative expectations of early career teachers (ECTs) in the context of neoliberal education assemblages. The need to support and retain beginning teachers is a salient issue in the context of troubling rates of teacher attrition. The study explores how ECTs perceive teacher identities in response to national standards. Our research revealed that ECTs held concerning conceptions of ‘quality teaching’ that are lar…
Desiring machines and nomad spaces: Neoliberalism, Performativity and Becoming in Senior Secondary Drama Classrooms
This paper explores Deleuze and Guattari's schizoanalysis in relation to student and teacher becomings and the way these are actualised within the neoliberal and heterosexually striated spaces of the secondary school assemblage. Deleuze and Guattari considered a narrow approach to education problematic and called for creativity as a site of ‘resistance’. Drama is one subject rich with potentiality for students to strengthen their creativity and ‘…
Survival mode: Navigating the First Five Years of Teaching Performing Arts in Neoliberal Education Assemblages
This paper shares data from a longitudinal study into secondary performing arts teachers’ perceptions of their first five years of teaching. Utilising Deleuze and Guattari’s concept of rhizomatic becomings and Braidotti’s posthuman knowing subject, our research explores the embodied, relational, and fluid identities of early career teachers. This is important when exploring nascent teacher becomings because it takes into consideration the configu…
Being grateful for the crumbs”: Empathy, stress and vulnerability experienced by teaching-mothers in the performing arts in Australian schools
Teacher attrition is a salient issue across the Western world. Whilst this has been widely discussed in the literature, what is missing in the discourse, is a gendered focus. This narrative inquiry into the experiences of Australian women who resumed teaching after becoming parents offers insight into how parenthood can complement and enhance teachers’ pedagogy and relationships with students. Narrative portraits also reveal how the intersection …
Data-Driven Performativity: Neoliberalism's Impact on Drama Education in Western Australian Secondary Schools
The much touted “difficult economic times” we live in have in recent years resulted in a drastic reduction in arts and education funding in western capitalist nations (Fowles 2014; Henwood and Featherstone 2013; Murray and Erridge 2012; Smith 2013). For example, in Australia, the 2013 landslide victory of the conservative Abbott government resulted in an almost immediate slashing of funding for education (A$1.1 b) and the arts (A$87.1 m) (Riddle …
Data-Driven Performativity: Neoliberalism's Impact on Drama Education in Western Australian Secondary Schools
The much touted “difficult economic times” we live in have in recent years resulted in a drastic reduction in arts and education funding in western capitalist nations (Fowles 2014; Henwood and Featherstone 2013; Murray and Erridge 2012; Smith 2013). For example, in Australia, the 2013 landslide victory of the conservative Abbott government resulted in an almost immediate slashing of funding for education (A$1.1 b) and the arts (A$87.1 m) (Riddle …
Embodiment and becoming in secondary drama classrooms: The effects of neoliberal education cultures on performances of self and of drama texts
This article explores the effects of neoliberalism and performative educational cultures on secondary school drama classrooms. We consider the ways Deleuze and Guattari’s schizoanalysis and Butler’s concept of gender performance enable us to chart the embodied, relational, spatial and affective energies that inhabit the often neoliberal and heterosexually striated space of the drama classroom. These post-humanist analyses are useful methodologica…
Desiring machines and nomad spaces: Neoliberalism, Performativity and Becoming in Senior Secondary Drama Classrooms
This paper explores Deleuze and Guattari's schizoanalysis in relation to student and teacher becomings and the way these are actualised within the neoliberal and heterosexually striated spaces of the secondary school assemblage. Deleuze and Guattari considered a narrow approach to education problematic and called for creativity as a site of ‘resistance’. Drama is one subject rich with potentiality for students to strengthen their creativity and ‘…
Hyper-performativity and early career teachers: Interrogating Teacher Subjectivities in Neoliberal Educational Assemblages
This paper explores the hyper-performative expectations of early career teachers (ECTs) in the context of neoliberal education assemblages. The need to support and retain beginning teachers is a salient issue in the context of troubling rates of teacher attrition. The study explores how ECTs perceive teacher identities in response to national standards. Our research revealed that ECTs held concerning conceptions of ‘quality teaching’ that are lar…
Being grateful for the crumbs”: Empathy, stress and vulnerability experienced by teaching-mothers in the performing arts in Australian schools
Teacher attrition is a salient issue across the Western world. Whilst this has been widely discussed in the literature, what is missing in the discourse, is a gendered focus. This narrative inquiry into the experiences of Australian women who resumed teaching after becoming parents offers insight into how parenthood can complement and enhance teachers’ pedagogy and relationships with students. Narrative portraits also reveal how the intersection …
Differentiate! But don't expect it for yourself’ experiences of teachers with disability undertaking high-stakes testing in ableist education assemblages
Work hard, play hard, drink hard’: Frontier masculinities and female teachers’ experiences in a regional Australian mining town
Teacher attrition is a significant issue that has been the subject of much recent critical research and public debate. What is less often explored in the literature is the gendered nature of teaching and the unique struggles female teachers face in the workforce, particularly in remote, regional and rural (RRR) schools. As a historically female-dominated profession, women, particularly teacher-mothers face a distinctive set of barriers to career …
Cutting the Gordian knot of the education ‘crisis’ with teacher testing. A blunt instrument that crushes marginalised pre-service teachers
Inclusive rhetoric, exclusive reality. A critical discourse analysis on government responses to the Australian disability royal commission recommendations
Royal commissions are powerful symbols of truth-telling, underpinned by restorative justice, aiming to address historic mishandling by giving voice to survivors of prejudice, abuse, and institutional injustice. The Australian Federal Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability (2019–2023) exposed routine violence, abuse, and exploitation of people with disability. The Commission made recommendations t…
Survival mode: Navigating the First Five Years of Teaching Performing Arts in Neoliberal Education Assemblages
This paper shares data from a longitudinal study into secondary performing arts teachers’ perceptions of their first five years of teaching. Utilising Deleuze and Guattari’s concept of rhizomatic becomings and Braidotti’s posthuman knowing subject, our research explores the embodied, relational, and fluid identities of early career teachers. This is important when exploring nascent teacher becomings because it takes into consideration the configu…
Revisiting the secret garden: (De)territorialising Student Transience Through Stories From a University Garden
Purpose This paper aims to explore burgeoning becomings of university students who participated in a university community garden project during and after the Covid-19 pandemic. The problem of student engagement at universities was amplified by the pandemic worldwide. Design/methodology/approach Using posthumanist Deluzean rhizoanalysis, the authors map the emergence of a sustainable community through qualitative semi-structured interviews into un…
Embracing vulnerability and evolving through trauma: Teacher educators’ collaborative autoethnographic reflections
Sociology (9 works) · Gender Studies (7 works) · Pedagogy (7 works) · Social science (6 works) · Art (5 works) · Gender Studies (5 works) · Teacher Education and Leadership Studies (5 works) · Aesthetics (4 works) · Art Education and Development (4 works) · Global Educational Policies and Reforms (4 works)