Christina Gowlett
Biographic Data
| ID | 758987 |
|---|---|
| NAME | Christina Gowlett |
| GIVEN NAMES | Christina |
| FAMILY NAME | Gowlett |
| SIGNATURE | GOWLETT C |
| AFFILIATIONS | The University of Queensland |
| ORCID | 0000-0002-7352-9699 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 44 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
There was a cone of silence as though this was normal’: Tuning in and turning up the conversation on ‘Teach Us Consent’
This essay details research into feminist digital activism in the Australian context through analysing the themes that emerged from the Teach Us Consent website. It provides a preliminary analysis of its contents as a means to continue and deepen the conversation around issues of gender, consent, and the education system. It also examines the difficulties and potentials of this digital type of feminist activism and research while highlighting the…
Using Butler to understand the multiplicity and variability of policy reception
Understanding how teachers make sense of education policy is important. We argue that an exploration of teacher reactions to policy requires an engagement with theory focused on the formation of ‘the subject’ since this form of theorisation addresses the creation of a seemingly coherent identity and attitude while acknowledging variation across different places and people. In this paper, we propose the utility of Butlerian ideas because of the fo…
Advocating a Post-structuralist Politics for Educational Leadership
Post-structuralist discourses have usually been associated with forms of critique and deconstruction of social, cultural and philosophical phenomena. However, this article attempts to provide a generative approach to understanding educational leadership through Michel Foucault’s notions of power and subjectification, and Judith Butler’s notions of performativity and discursive agency through re-signification. We argue that leadership is not simpl…
Queer(y)ing and recrafting agency: Moving Away From a Model of Coercion Versus Escape
This paper applies a Butlerian-inspired ‘queer(y)ing’ methodology to disrupt the utility of agency being framed within the binary of escape and coercion. In particular, it uses Butler's concept of performative resignification to analyse how Simon, a 16-year-old white male student, maneouvres his way through the social conventions of senior subject selection at his secondary school which is located in an outer-metropolitan suburb of Queensland in …
The cultural politics of queer theory in education research
This special issue was born from the idea that there are certain habits of thought and boundaries drawn around the use and perceived place of queer theory in education research. Our intention in th
Interview with Raewyn Connell: The Cultural Politics of Queer Theory in Education Research
Mary Lou Rasmussen (MLR) & Christina Gowlett (CG): Raewyn, can you talk about your key influences in theorising gender as a concept?Raewyn Connell (RC): Well, firstly the women's movement of the 19
Thinking about the way we discuss social justice in education
Social Justice Re-examined, edited by Rowena Arshas, Terry Wrigley and Lynne Pratt, discusses the meaning of social justice and provides an array of strategies for classroom teachers to think about
Queer(y)ing New Schooling Accountabilities Through My School: Using Butlerian Tools to Think Differently About Policy Performativity
This article takes the role of provocateur to ‘queer(y)’ the rules of intelligibility surrounding new schooling accountabilities. Butler’s work is seldom used outside the arena of gender and sexualities research. A ‘queer(y)ing’ methodology is subsequently applied in a context very different to where it is frequently associated. Empirical data from a case study secondary school in Australia are used to contextualise the use of queer theory in thi…
Deterritorialising the dominant assemblage of social justice research
Injurious assumptions: Butler, subjectification and gen(d)erational poverty
Using Judith Butler's theory of performative subjection, this paper examines the injurious attitudes of three staff members at an outer-metropolitan high school who are heavily involved in the enactment and monitoring of Senior Education and Training (SET) Plan interviews for the Queensland Certificate of Education. It is argued that teachers at the case study school have inscripted students to the category of ‘underprivileged’, which in this con…
Learning from the margins: Young women, social exclusion and education, edited by Julie McLeod and Andrea C. Allard
Learning from the margins is a collection of thirteen essays exploring the lives of young women commonly constituted as educationally ‘at-risk’. It focuses on the ‘lived’ experiences of girls and y
Queer(y)ing and recrafting agency: Moving Away From a Model of Coercion Versus Escape
This paper applies a Butlerian-inspired ‘queer(y)ing’ methodology to disrupt the utility of agency being framed within the binary of escape and coercion. In particular, it uses Butler's concept of performative resignification to analyse how Simon, a 16-year-old white male student, maneouvres his way through the social conventions of senior subject selection at his secondary school which is located in an outer-metropolitan suburb of Queensland in …
Queer(y)ing New Schooling Accountabilities Through My School: Using Butlerian Tools to Think Differently About Policy Performativity
This article takes the role of provocateur to ‘queer(y)’ the rules of intelligibility surrounding new schooling accountabilities. Butler’s work is seldom used outside the arena of gender and sexualities research. A ‘queer(y)ing’ methodology is subsequently applied in a context very different to where it is frequently associated. Empirical data from a case study secondary school in Australia are used to contextualise the use of queer theory in thi…
The cultural politics of queer theory in education research
This special issue was born from the idea that there are certain habits of thought and boundaries drawn around the use and perceived place of queer theory in education research. Our intention in th
Advocating a Post-structuralist Politics for Educational Leadership
Post-structuralist discourses have usually been associated with forms of critique and deconstruction of social, cultural and philosophical phenomena. However, this article attempts to provide a generative approach to understanding educational leadership through Michel Foucault’s notions of power and subjectification, and Judith Butler’s notions of performativity and discursive agency through re-signification. We argue that leadership is not simpl…
Deterritorialising the dominant assemblage of social justice research
Injurious assumptions: Butler, subjectification and gen(d)erational poverty
Using Judith Butler's theory of performative subjection, this paper examines the injurious attitudes of three staff members at an outer-metropolitan high school who are heavily involved in the enactment and monitoring of Senior Education and Training (SET) Plan interviews for the Queensland Certificate of Education. It is argued that teachers at the case study school have inscripted students to the category of ‘underprivileged’, which in this con…
Using Butler to understand the multiplicity and variability of policy reception
Understanding how teachers make sense of education policy is important. We argue that an exploration of teacher reactions to policy requires an engagement with theory focused on the formation of ‘the subject’ since this form of theorisation addresses the creation of a seemingly coherent identity and attitude while acknowledging variation across different places and people. In this paper, we propose the utility of Butlerian ideas because of the fo…
Interview with Raewyn Connell: The Cultural Politics of Queer Theory in Education Research
Mary Lou Rasmussen (MLR) & Christina Gowlett (CG): Raewyn, can you talk about your key influences in theorising gender as a concept?Raewyn Connell (RC): Well, firstly the women's movement of the 19
There was a cone of silence as though this was normal’: Tuning in and turning up the conversation on ‘Teach Us Consent’
This essay details research into feminist digital activism in the Australian context through analysing the themes that emerged from the Teach Us Consent website. It provides a preliminary analysis of its contents as a means to continue and deepen the conversation around issues of gender, consent, and the education system. It also examines the difficulties and potentials of this digital type of feminist activism and research while highlighting the…
Learning from the margins: Young women, social exclusion and education, edited by Julie McLeod and Andrea C. Allard
Learning from the margins is a collection of thirteen essays exploring the lives of young women commonly constituted as educationally ‘at-risk’. It focuses on the ‘lived’ experiences of girls and y
Injurious assumptions: Butler, subjectification and gen(d)erational poverty
Using Judith Butler's theory of performative subjection, this paper examines the injurious attitudes of three staff members at an outer-metropolitan high school who are heavily involved in the enactment and monitoring of Senior Education and Training (SET) Plan interviews for the Queensland Certificate of Education. It is argued that teachers at the case study school have inscripted students to the category of ‘underprivileged’, which in this con…
Thinking about the way we discuss social justice in education
Social Justice Re-examined, edited by Rowena Arshas, Terry Wrigley and Lynne Pratt, discusses the meaning of social justice and provides an array of strategies for classroom teachers to think about
Queer(y)ing New Schooling Accountabilities Through My School: Using Butlerian Tools to Think Differently About Policy Performativity
This article takes the role of provocateur to ‘queer(y)’ the rules of intelligibility surrounding new schooling accountabilities. Butler’s work is seldom used outside the arena of gender and sexualities research. A ‘queer(y)ing’ methodology is subsequently applied in a context very different to where it is frequently associated. Empirical data from a case study secondary school in Australia are used to contextualise the use of queer theory in thi…
Deterritorialising the dominant assemblage of social justice research
Advocating a Post-structuralist Politics for Educational Leadership
Post-structuralist discourses have usually been associated with forms of critique and deconstruction of social, cultural and philosophical phenomena. However, this article attempts to provide a generative approach to understanding educational leadership through Michel Foucault’s notions of power and subjectification, and Judith Butler’s notions of performativity and discursive agency through re-signification. We argue that leadership is not simpl…
Queer(y)ing and recrafting agency: Moving Away From a Model of Coercion Versus Escape
This paper applies a Butlerian-inspired ‘queer(y)ing’ methodology to disrupt the utility of agency being framed within the binary of escape and coercion. In particular, it uses Butler's concept of performative resignification to analyse how Simon, a 16-year-old white male student, maneouvres his way through the social conventions of senior subject selection at his secondary school which is located in an outer-metropolitan suburb of Queensland in …
The cultural politics of queer theory in education research
This special issue was born from the idea that there are certain habits of thought and boundaries drawn around the use and perceived place of queer theory in education research. Our intention in th
Interview with Raewyn Connell: The Cultural Politics of Queer Theory in Education Research
Mary Lou Rasmussen (MLR) & Christina Gowlett (CG): Raewyn, can you talk about your key influences in theorising gender as a concept?Raewyn Connell (RC): Well, firstly the women's movement of the 19
Using Butler to understand the multiplicity and variability of policy reception
Understanding how teachers make sense of education policy is important. We argue that an exploration of teacher reactions to policy requires an engagement with theory focused on the formation of ‘the subject’ since this form of theorisation addresses the creation of a seemingly coherent identity and attitude while acknowledging variation across different places and people. In this paper, we propose the utility of Butlerian ideas because of the fo…
There was a cone of silence as though this was normal’: Tuning in and turning up the conversation on ‘Teach Us Consent’
This essay details research into feminist digital activism in the Australian context through analysing the themes that emerged from the Teach Us Consent website. It provides a preliminary analysis of its contents as a means to continue and deepen the conversation around issues of gender, consent, and the education system. It also examines the difficulties and potentials of this digital type of feminist activism and research while highlighting the…
Sociology (11 works) · Political science (9 works) · Gender Roles and Identity Studies (6 works) · Gender Studies (6 works) · Epistemology (5 works) · Law (5 works) · Pedagogy (5 works) · Law (4 works) · Queer (4 works) · Queer theory (4 works)