D Bright
Biographic Data
| ID | 44591 |
|---|---|
| NAME | D Bright |
| GIVEN NAMES | D |
| FAMILY NAME | Bright |
| SIGNATURE | BRIGHT D |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0002-6024-5988 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Choose Your Own Methodology
Researchers must make original contributions to knowledge while conforming to methodological conventions. This article explores this paradox, arguing that methodological “choice” functions as a dispositif , an apparatus that governs conduct by structuring available options. Rather than merely describing this constraint, the text enacts it. Written as a Choose Your Own Adventure story, it invites readers to navigate a doctoral researcher’s apparen…
Responsive education in conditions of superdiversity
This article proposes a metric of teacher capabilities for responsive and inclusive education, grounded in the Capability Approach. Reporting Phase 1 of a three-phase mixed-methods study, we analyse semi-structured interviews with sixteen stakeholders in Victoria, Australia, representing principal associations, teacher unions, disability advocacy groups, multicultural education organisations, refugee support services and teacher education. Codebo…
Performing my other self
In this article, we employ creative methodologies that enable an immigrant individual to speak out about their lived realities. Drawing on Kristeva’s notion of creative mimesis, performative writing is used to carve out new spaces for understanding the interplay between languages, cultures, and societies. Engaging with an anonymous letter that garnered widespread attention on Chinese social media [我奋斗了18年才和你坐在一起喝咖啡], this article demonstrates how…
Navigating the tensions between international schooling and national goals of education
Exploring the motivations and career choices of expatriate teachers in international schools
The worldwide growth of international schools has prompted increasing interest in the growing body of expatriate teachers who choose to work in them. The decision to work internationally is complex, encompassing both push and pull factors that change throughout a teacher's career. This qualitative study explores the motivations and career choices of 20 international school teachers. Through a reflexive thematic analysis, we identified two primary…
How to be reflexive
This paper explores reflexivity in qualitative research, challenging conventional perspectives that revolve around the binary of 'insider' and 'outsider' positioning. While traditionally reflexivity has been understood through the lens of a researcher's socio-historical positionality, we argue for a more dynamic understanding, emphasizing that academic self-formation is an ongoing process of self-creation. Drawing inspiration from the ancient Aka…
Understanding why Western expatriate teachers choose to work in non-traditional international schools in Vietnam
The growth of international schools, particularly non-traditional schools, driven by demand from host-nation families for an English-medium international education, has resulted in increasing numbers of Western English-speaking expatriates teaching abroad. Although several typologies of international school teachers have been developed, international school teachers in general, and expatriates in particular, remain under-represented in the litera…
Mobility as Rhizome and Becoming
The purpose of this paper is to unpack the meanings and implications of mobility through the experiences of a group of Vietnamese women who decided to do doctorates in Australia. Drawing on the Deleuzian concepts of rhizome and becoming, our analysis of interview data suggests that mobility is made of multiple connections and is in constant movement, extending often reductive “push-pull” discussions of academic mobility. Each aspect shaping mobil…
Categorical difference as affective assemblage
In this article, we draw on interview data with three Vietnamese women to explore how categorical difference works through the ways that these women constitute themselves and are constituted as academics and doctoral students in Australian universities. Our analysis focuses on the arrangement of things that make neoliberalism an inexhaustive force, working via affective connections with other social, historical and material conditions in producin…
Reflections on how education can be for democracy in the twenty-first century
This paper is one of two that bring together a range of education scholars to consider how education might be for democracy in a time of complex challenges facing twenty-first century societies. In this paper, scholars from Australia, Japan and the United Kingdom consider how sites of formal and informal education can respond to multiple unfolding crises, including the COVID-19 global pandemic, catastrophic climate change and ecological collapse,…
Reflections on contemporary challenges and possibilities for democracy and education
This paper is one of two which bring together leading educational researchers to consider some of the key challenges facing democracy and education during the twenty-first century, including rising social and economic inequality, political instability, and the existential threats of global pandemics and climate change. In this paper, key educational scholar–activists respond to the challenges and possibilities for democracy and education, with co…
Education, policy and democracy
Writing Posthumanist Subjects
In this article I explore the problem of thinking and writing about post-humanist human subjects (as objects) who are no longer given as such. I draw on my attempts to represent such subjects in my doctoral dissertation, a study of Western teachers in Vietnam. Drawing on the work of Deleuze, I considering how representations of participants are constructed, and experiment with piecing together impressionistic vignettes that attend to the impossib…
Recognising students and teachers
This article argues that representations of teacher and student identity obscure the complexity of individuals as becomings. Evidence from interviews and observations with Western teachers in international schools in Vietnam suggests that these representations posit the existence of stable teacher and student identities and derive the difference between them from static images of Western and Asian cultures. I argue that thinking through Deleuze’s…
Writing a thesis differently
In this paper we explore the contributions that Deleuze and Guattari have made to thinking/writing language and how these ideas can be put to work in producing a doctoral thesis. We contribute to the field of work within what Patti Lather and Elizabeth St Pierre have called the “post-qualitative” movement, where researchers attempt to “imagine and accomplish an inquiry that might produce different knowledge and produce knowledge differently”. We …
Future negotiating skills
Reflections on contemporary challenges and possibilities for democracy and education
This paper is one of two which bring together leading educational researchers to consider some of the key challenges facing democracy and education during the twenty-first century, including rising social and economic inequality, political instability, and the existential threats of global pandemics and climate change. In this paper, key educational scholar–activists respond to the challenges and possibilities for democracy and education, with co…
Writing Posthumanist Subjects
In this article I explore the problem of thinking and writing about post-humanist human subjects (as objects) who are no longer given as such. I draw on my attempts to represent such subjects in my doctoral dissertation, a study of Western teachers in Vietnam. Drawing on the work of Deleuze, I considering how representations of participants are constructed, and experiment with piecing together impressionistic vignettes that attend to the impossib…
Writing a thesis differently
In this paper we explore the contributions that Deleuze and Guattari have made to thinking/writing language and how these ideas can be put to work in producing a doctoral thesis. We contribute to the field of work within what Patti Lather and Elizabeth St Pierre have called the “post-qualitative” movement, where researchers attempt to “imagine and accomplish an inquiry that might produce different knowledge and produce knowledge differently”. We …
Recognising students and teachers
This article argues that representations of teacher and student identity obscure the complexity of individuals as becomings. Evidence from interviews and observations with Western teachers in international schools in Vietnam suggests that these representations posit the existence of stable teacher and student identities and derive the difference between them from static images of Western and Asian cultures. I argue that thinking through Deleuze’s…
How to be reflexive
This paper explores reflexivity in qualitative research, challenging conventional perspectives that revolve around the binary of 'insider' and 'outsider' positioning. While traditionally reflexivity has been understood through the lens of a researcher's socio-historical positionality, we argue for a more dynamic understanding, emphasizing that academic self-formation is an ongoing process of self-creation. Drawing inspiration from the ancient Aka…
Reflections on how education can be for democracy in the twenty-first century
This paper is one of two that bring together a range of education scholars to consider how education might be for democracy in a time of complex challenges facing twenty-first century societies. In this paper, scholars from Australia, Japan and the United Kingdom consider how sites of formal and informal education can respond to multiple unfolding crises, including the COVID-19 global pandemic, catastrophic climate change and ecological collapse,…
Future negotiating skills
Writing a thesis differently
In this paper we explore the contributions that Deleuze and Guattari have made to thinking/writing language and how these ideas can be put to work in producing a doctoral thesis. We contribute to the field of work within what Patti Lather and Elizabeth St Pierre have called the “post-qualitative” movement, where researchers attempt to “imagine and accomplish an inquiry that might produce different knowledge and produce knowledge differently”. We …
Recognising students and teachers
This article argues that representations of teacher and student identity obscure the complexity of individuals as becomings. Evidence from interviews and observations with Western teachers in international schools in Vietnam suggests that these representations posit the existence of stable teacher and student identities and derive the difference between them from static images of Western and Asian cultures. I argue that thinking through Deleuze’s…
Writing Posthumanist Subjects
In this article I explore the problem of thinking and writing about post-humanist human subjects (as objects) who are no longer given as such. I draw on my attempts to represent such subjects in my doctoral dissertation, a study of Western teachers in Vietnam. Drawing on the work of Deleuze, I considering how representations of participants are constructed, and experiment with piecing together impressionistic vignettes that attend to the impossib…
Understanding why Western expatriate teachers choose to work in non-traditional international schools in Vietnam
The growth of international schools, particularly non-traditional schools, driven by demand from host-nation families for an English-medium international education, has resulted in increasing numbers of Western English-speaking expatriates teaching abroad. Although several typologies of international school teachers have been developed, international school teachers in general, and expatriates in particular, remain under-represented in the litera…
Mobility as Rhizome and Becoming
The purpose of this paper is to unpack the meanings and implications of mobility through the experiences of a group of Vietnamese women who decided to do doctorates in Australia. Drawing on the Deleuzian concepts of rhizome and becoming, our analysis of interview data suggests that mobility is made of multiple connections and is in constant movement, extending often reductive “push-pull” discussions of academic mobility. Each aspect shaping mobil…
Categorical difference as affective assemblage
In this article, we draw on interview data with three Vietnamese women to explore how categorical difference works through the ways that these women constitute themselves and are constituted as academics and doctoral students in Australian universities. Our analysis focuses on the arrangement of things that make neoliberalism an inexhaustive force, working via affective connections with other social, historical and material conditions in producin…
Reflections on how education can be for democracy in the twenty-first century
This paper is one of two that bring together a range of education scholars to consider how education might be for democracy in a time of complex challenges facing twenty-first century societies. In this paper, scholars from Australia, Japan and the United Kingdom consider how sites of formal and informal education can respond to multiple unfolding crises, including the COVID-19 global pandemic, catastrophic climate change and ecological collapse,…
Reflections on contemporary challenges and possibilities for democracy and education
This paper is one of two which bring together leading educational researchers to consider some of the key challenges facing democracy and education during the twenty-first century, including rising social and economic inequality, political instability, and the existential threats of global pandemics and climate change. In this paper, key educational scholar–activists respond to the challenges and possibilities for democracy and education, with co…
Education, policy and democracy
How to be reflexive
This paper explores reflexivity in qualitative research, challenging conventional perspectives that revolve around the binary of 'insider' and 'outsider' positioning. While traditionally reflexivity has been understood through the lens of a researcher's socio-historical positionality, we argue for a more dynamic understanding, emphasizing that academic self-formation is an ongoing process of self-creation. Drawing inspiration from the ancient Aka…
Exploring the motivations and career choices of expatriate teachers in international schools
The worldwide growth of international schools has prompted increasing interest in the growing body of expatriate teachers who choose to work in them. The decision to work internationally is complex, encompassing both push and pull factors that change throughout a teacher's career. This qualitative study explores the motivations and career choices of 20 international school teachers. Through a reflexive thematic analysis, we identified two primary…
Performing my other self
In this article, we employ creative methodologies that enable an immigrant individual to speak out about their lived realities. Drawing on Kristeva’s notion of creative mimesis, performative writing is used to carve out new spaces for understanding the interplay between languages, cultures, and societies. Engaging with an anonymous letter that garnered widespread attention on Chinese social media [我奋斗了18年才和你坐在一起喝咖啡], this article demonstrates how…
Navigating the tensions between international schooling and national goals of education
Choose Your Own Methodology
Researchers must make original contributions to knowledge while conforming to methodological conventions. This article explores this paradox, arguing that methodological “choice” functions as a dispositif , an apparatus that governs conduct by structuring available options. Rather than merely describing this constraint, the text enacts it. Written as a Choose Your Own Adventure story, it invites readers to navigate a doctoral researcher’s apparen…
Responsive education in conditions of superdiversity
This article proposes a metric of teacher capabilities for responsive and inclusive education, grounded in the Capability Approach. Reporting Phase 1 of a three-phase mixed-methods study, we analyse semi-structured interviews with sixteen stakeholders in Victoria, Australia, representing principal associations, teacher unions, disability advocacy groups, multicultural education organisations, refugee support services and teacher education. Codebo…
Sociology (13 works) · Political science (8 works) · Social science (8 works) · Pedagogy (6 works) · Psychology (6 works) · Global Education and Multiculturalism (5 works) · Global Educational Policies and Reforms (5 works) · Aesthetics (4 works) · Epistemology (4 works) · Higher education (4 works)