Barbara Grant
Biographic Data
| ID | 3701344 |
|---|---|
| NAME | Barbara Grant |
| GIVEN NAMES | Barbara |
| FAMILY NAME | Grant |
| SIGNATURE | GRANT B |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0002-3692-7575 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 82 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
‘Critical’ Research in Education: Threads from the Past Woven into a Tapestry of the Present
As emerging scholars in a School of Critical Studies in Education, we often grapple with what it means to be ‘critical.’ This occurs within our scholarly work as we wrestle with the potentials of and limits to critical research in the social sphere outside academia (and its institutions) and within and for it. In this work, we seek to capture our evolving engagement with the notion of critical research, its tensions and contradictions, both as a …
Becoming impactful: Humanities doctoral researchers navigating a lively zone of entanglement
This article explores societal impact of humanities doctoral research. Through an empirical inquiry based in Denmark, we analyse how current doctoral researchers conceptualize societal impact and how they articulate potential contributions to society. For theoretical framing, we employ a double-winged perspective combining concepts from the work of Danish philosopher Søren Kierkegaard with others from French sociologist Pierre Bourdieu, namely co…
Dismantling the father's house: Women as doctoral supervisors
The traditional master–apprentice architecture of doctoral supervision is undoubtedly undergoing change. In the anglophone world, the father's house of supervision with its almost exclusively male occupants was first established in the late nineteenth and early twentieth centuries. It persisted, largely undisputed, until the final decades of the twentieth century, when doctoral numbers bloomed throughout the West and more and more women (and othe…
Academic identities research: Mapping the field’s theoretical frameworks
For several decades, Western universities have been subject to wide-ranging structural, financial and ideological changes. These changes have problematised afresh the meaning of academic identity as evidenced by the emergence of a substantial, international, anglophone research literature. This article examines how the idea of academic identity has been theorised to date in a set of highly cited research literature, with the ambition of providing…
Becoming-teacher as (in)activist: Feeling and refusing the force of university policy
University teaching is the target of intensified policy making. The policies’ purpose is sometimes to solve a specific problem but always to demonstrate the ‘quality’ of the institution. Policies also seek to normalise university teaching practices according to value-laden ideas of what those practices should be. Normalisation exacts a painful price: by necessity it produces the abnormal, the unethical, even the unspeakable. This paper explores t…
Doctoral publishing and academic identity work: Two cases
In recent years, the pressure to publish has increasingly been filtering down into doctoral education. Under a regime of increased performativity, publishing in peer-reviewed journals during candidature has gradually become a minimum requirement for any newly minted doctoral-holder seeking to secure an academic position. In this paper, we analyse in-depth interviews with two mid-programme students in the field of Education to explore the nature o…
(Re)Birthing the Academy: Unruly Daughters Striving for Feminist Futures
In this chapter, the authors argue for the (re)birthing of the academy in ways that would support academic women in their responsibilities for the care of others. They explore how the two institutions of the university and motherhood have been constructed without reference to women/mothers. They then fast forward to the present where women and mothers are present within academe. This sets the scene for four vignettes of the kinds of university th…
Assembling Ourselves Differently? Contesting the Dominant Imaginary of Doctoral Supervision
At the start of the third millennium, feminist intellectual and political energies are converging on the ethical project of contributing to the construction of social horizons of hope. The challeng
Posthumanism and educational research
Edited books are often difficult to review. Inevitably, they are uneven in all sorts of more or less interesting ways. Posthumanism and educational research is no different. I read this book with s
Unpredictable feelings: Academic women under research audit
Academic research is subject to audit in many national settings. In Aotearoa/New Zealand, the government regulates the flow of publicly funded research income into tertiary institutions through the Performance‐Based Research Fund (PBRF). This article enquires into the effects of the PBRF by exploring data collected from 16 academic women of varying rank in the arts, humanities and social sciences. References to the women's emotions were extracted…
Improvising together: The play of dialogue in humanities supervision
Graduate supervision is a pedagogy that remakes students into the disciplined subjects of scholars and researchers. While the supervision relation is structured by the fixed and asymmetrical institutional positions of supervisor and student, pedagogic interactions between the two can also have a dynamic, playful and more mutual character. At these times, supervisor and student interact over the compelling topic of the thesis. In this article, whi…
Agonistic Struggle: Master—slave dialogues in humanities supervision
Hegel's master and slave is a significant archetype for graduate research supervision. The master—slave relation vividly exemplifies the hierarchical bond that ties supervisor and student together. Such a confronting view of supervision provides a counterbalance to contemporary emphases on equality between supervisor and student. In what follows, I use Zali Gurevitch's interpretation (`Dialectical dialogue', 2001, British Journal of Sociology) of…
Writing in the company of other women: Exceeding the Boundaries
In academic life, writing for publication is a significant responsibility. It can also be a rewarding private pleasure. This article reports on the effects of attending week‐long writing retreats for a group of academic women in Aotearoa New Zealand. The residential retreats have been held twice a year since 1997, and attract women from different institutions, disciplines and at different stages in their careers. Through examining data gathered b…
Fighting for space in supervision: Fantasies, fairytales, fictions and fallacies
In higher education the supervision of graduate research students is an uncertain practice. When given the opportunity, supervisors and students ask what it means and how it should be done. In this paper, the author interprets the uncertain state of supervision affairs as an effect of many competing and contradictory social discourses that offer us more ways of making sense of supervision than in the past. Each discourse figures its Loyal Supervi…
Mapping the Pleasures and Risks of Supervision
Good supervision is central to successful graduate research, yet it is a pedagogy that is poorly understood. This may be one reason why it is often experienced as problematic, especially by students. To address these concerns, in this paper I delineate a map of supervision which is informed by contemporary theories of education. As I describe the layers of the map, I will attempt to show traces of each layer in some texts from the supervision of …
Disciplining Students: The construction of student subjectivities
While we usually think of higher education as a process through which every able individual's potential may be realised more fully, it can also be seen as one of arbitrarily disciplining the student to particular ends. One of these ends is the production of the ‘good’, or docile and useful, student subject. A Foucauldian analysis of the university as a disciplinary block, an institution saturated with relations of power, points to the ways in whi…
Analyzing teacher nonverbal activity
Barbara M. Grant Department of Reading and Language Arts The William Paterson College of New Jersey Wayne, New Jersey Since teaching involves the communication of meanings in face to face interaction with children children who are dependent on action in gaining knowledge about their world,1 over. Teacher motion, a facet of nonverbal behavior, is a fundamental aspect of instruction and worthy of study as it occurs in the classroom The study report…
"Cold" media victims
1976). “Cold” media victims. Theory Into Practice: Vol. 15, The Early and Middle Childhoood Years of Schooling, pp. 120-125
Disciplining Students: The construction of student subjectivities
While we usually think of higher education as a process through which every able individual's potential may be realised more fully, it can also be seen as one of arbitrarily disciplining the student to particular ends. One of these ends is the production of the ‘good’, or docile and useful, student subject. A Foucauldian analysis of the university as a disciplinary block, an institution saturated with relations of power, points to the ways in whi…
Fighting for space in supervision: Fantasies, fairytales, fictions and fallacies
In higher education the supervision of graduate research students is an uncertain practice. When given the opportunity, supervisors and students ask what it means and how it should be done. In this paper, the author interprets the uncertain state of supervision affairs as an effect of many competing and contradictory social discourses that offer us more ways of making sense of supervision than in the past. Each discourse figures its Loyal Supervi…
Posthumanism and educational research
Edited books are often difficult to review. Inevitably, they are uneven in all sorts of more or less interesting ways. Posthumanism and educational research is no different. I read this book with s
Mapping the Pleasures and Risks of Supervision
Good supervision is central to successful graduate research, yet it is a pedagogy that is poorly understood. This may be one reason why it is often experienced as problematic, especially by students. To address these concerns, in this paper I delineate a map of supervision which is informed by contemporary theories of education. As I describe the layers of the map, I will attempt to show traces of each layer in some texts from the supervision of …
Writing in the company of other women: Exceeding the Boundaries
In academic life, writing for publication is a significant responsibility. It can also be a rewarding private pleasure. This article reports on the effects of attending week‐long writing retreats for a group of academic women in Aotearoa New Zealand. The residential retreats have been held twice a year since 1997, and attract women from different institutions, disciplines and at different stages in their careers. Through examining data gathered b…
Agonistic Struggle: Master—slave dialogues in humanities supervision
Hegel's master and slave is a significant archetype for graduate research supervision. The master—slave relation vividly exemplifies the hierarchical bond that ties supervisor and student together. Such a confronting view of supervision provides a counterbalance to contemporary emphases on equality between supervisor and student. In what follows, I use Zali Gurevitch's interpretation (`Dialectical dialogue', 2001, British Journal of Sociology) of…
Unpredictable feelings: Academic women under research audit
Academic research is subject to audit in many national settings. In Aotearoa/New Zealand, the government regulates the flow of publicly funded research income into tertiary institutions through the Performance‐Based Research Fund (PBRF). This article enquires into the effects of the PBRF by exploring data collected from 16 academic women of varying rank in the arts, humanities and social sciences. References to the women's emotions were extracted…
Improvising together: The play of dialogue in humanities supervision
Graduate supervision is a pedagogy that remakes students into the disciplined subjects of scholars and researchers. While the supervision relation is structured by the fixed and asymmetrical institutional positions of supervisor and student, pedagogic interactions between the two can also have a dynamic, playful and more mutual character. At these times, supervisor and student interact over the compelling topic of the thesis. In this article, whi…
Analyzing teacher nonverbal activity
Barbara M. Grant Department of Reading and Language Arts The William Paterson College of New Jersey Wayne, New Jersey Since teaching involves the communication of meanings in face to face interaction with children children who are dependent on action in gaining knowledge about their world,1 over. Teacher motion, a facet of nonverbal behavior, is a fundamental aspect of instruction and worthy of study as it occurs in the classroom The study report…
"Cold" media victims
1976). “Cold” media victims. Theory Into Practice: Vol. 15, The Early and Middle Childhoood Years of Schooling, pp. 120-125
Analyzing teacher nonverbal activity
Barbara M. Grant Department of Reading and Language Arts The William Paterson College of New Jersey Wayne, New Jersey Since teaching involves the communication of meanings in face to face interaction with children children who are dependent on action in gaining knowledge about their world,1 over. Teacher motion, a facet of nonverbal behavior, is a fundamental aspect of instruction and worthy of study as it occurs in the classroom The study report…
Disciplining Students: The construction of student subjectivities
While we usually think of higher education as a process through which every able individual's potential may be realised more fully, it can also be seen as one of arbitrarily disciplining the student to particular ends. One of these ends is the production of the ‘good’, or docile and useful, student subject. A Foucauldian analysis of the university as a disciplinary block, an institution saturated with relations of power, points to the ways in whi…
Mapping the Pleasures and Risks of Supervision
Good supervision is central to successful graduate research, yet it is a pedagogy that is poorly understood. This may be one reason why it is often experienced as problematic, especially by students. To address these concerns, in this paper I delineate a map of supervision which is informed by contemporary theories of education. As I describe the layers of the map, I will attempt to show traces of each layer in some texts from the supervision of …
Fighting for space in supervision: Fantasies, fairytales, fictions and fallacies
In higher education the supervision of graduate research students is an uncertain practice. When given the opportunity, supervisors and students ask what it means and how it should be done. In this paper, the author interprets the uncertain state of supervision affairs as an effect of many competing and contradictory social discourses that offer us more ways of making sense of supervision than in the past. Each discourse figures its Loyal Supervi…
Writing in the company of other women: Exceeding the Boundaries
In academic life, writing for publication is a significant responsibility. It can also be a rewarding private pleasure. This article reports on the effects of attending week‐long writing retreats for a group of academic women in Aotearoa New Zealand. The residential retreats have been held twice a year since 1997, and attract women from different institutions, disciplines and at different stages in their careers. Through examining data gathered b…
Agonistic Struggle: Master—slave dialogues in humanities supervision
Hegel's master and slave is a significant archetype for graduate research supervision. The master—slave relation vividly exemplifies the hierarchical bond that ties supervisor and student together. Such a confronting view of supervision provides a counterbalance to contemporary emphases on equality between supervisor and student. In what follows, I use Zali Gurevitch's interpretation (`Dialectical dialogue', 2001, British Journal of Sociology) of…
Improvising together: The play of dialogue in humanities supervision
Graduate supervision is a pedagogy that remakes students into the disciplined subjects of scholars and researchers. While the supervision relation is structured by the fixed and asymmetrical institutional positions of supervisor and student, pedagogic interactions between the two can also have a dynamic, playful and more mutual character. At these times, supervisor and student interact over the compelling topic of the thesis. In this article, whi…
Unpredictable feelings: Academic women under research audit
Academic research is subject to audit in many national settings. In Aotearoa/New Zealand, the government regulates the flow of publicly funded research income into tertiary institutions through the Performance‐Based Research Fund (PBRF). This article enquires into the effects of the PBRF by exploring data collected from 16 academic women of varying rank in the arts, humanities and social sciences. References to the women's emotions were extracted…
Posthumanism and educational research
Edited books are often difficult to review. Inevitably, they are uneven in all sorts of more or less interesting ways. Posthumanism and educational research is no different. I read this book with s
Assembling Ourselves Differently? Contesting the Dominant Imaginary of Doctoral Supervision
At the start of the third millennium, feminist intellectual and political energies are converging on the ethical project of contributing to the construction of social horizons of hope. The challeng
Doctoral publishing and academic identity work: Two cases
In recent years, the pressure to publish has increasingly been filtering down into doctoral education. Under a regime of increased performativity, publishing in peer-reviewed journals during candidature has gradually become a minimum requirement for any newly minted doctoral-holder seeking to secure an academic position. In this paper, we analyse in-depth interviews with two mid-programme students in the field of Education to explore the nature o…
(Re)Birthing the Academy: Unruly Daughters Striving for Feminist Futures
In this chapter, the authors argue for the (re)birthing of the academy in ways that would support academic women in their responsibilities for the care of others. They explore how the two institutions of the university and motherhood have been constructed without reference to women/mothers. They then fast forward to the present where women and mothers are present within academe. This sets the scene for four vignettes of the kinds of university th…
Becoming-teacher as (in)activist: Feeling and refusing the force of university policy
University teaching is the target of intensified policy making. The policies’ purpose is sometimes to solve a specific problem but always to demonstrate the ‘quality’ of the institution. Policies also seek to normalise university teaching practices according to value-laden ideas of what those practices should be. Normalisation exacts a painful price: by necessity it produces the abnormal, the unethical, even the unspeakable. This paper explores t…
Academic identities research: Mapping the field’s theoretical frameworks
For several decades, Western universities have been subject to wide-ranging structural, financial and ideological changes. These changes have problematised afresh the meaning of academic identity as evidenced by the emergence of a substantial, international, anglophone research literature. This article examines how the idea of academic identity has been theorised to date in a set of highly cited research literature, with the ambition of providing…
Dismantling the father's house: Women as doctoral supervisors
The traditional master–apprentice architecture of doctoral supervision is undoubtedly undergoing change. In the anglophone world, the father's house of supervision with its almost exclusively male occupants was first established in the late nineteenth and early twentieth centuries. It persisted, largely undisputed, until the final decades of the twentieth century, when doctoral numbers bloomed throughout the West and more and more women (and othe…
Becoming impactful: Humanities doctoral researchers navigating a lively zone of entanglement
This article explores societal impact of humanities doctoral research. Through an empirical inquiry based in Denmark, we analyse how current doctoral researchers conceptualize societal impact and how they articulate potential contributions to society. For theoretical framing, we employ a double-winged perspective combining concepts from the work of Danish philosopher Søren Kierkegaard with others from French sociologist Pierre Bourdieu, namely co…
‘Critical’ Research in Education: Threads from the Past Woven into a Tapestry of the Present
As emerging scholars in a School of Critical Studies in Education, we often grapple with what it means to be ‘critical.’ This occurs within our scholarly work as we wrestle with the potentials of and limits to critical research in the social sphere outside academia (and its institutions) and within and for it. In this work, we seek to capture our evolving engagement with the notion of critical research, its tensions and contradictions, both as a …
Sociology (16 works) · Political science (11 works) · Psychology (11 works) · Pedagogy (10 works) · Doctoral Education Challenges and Solutions (8 works) · Epistemology (7 works) · Gender Studies (7 works) · Law (7 works) · Higher Education Practises and Engagement (5 works) · Computer Science (4 works)