J Charteris
Dados Biográficos
| ID | 175261 |
|---|---|
| NOME | J Charteris |
| PRENOMES | J |
| SOBRENOME | Charteris |
| ASSINATURA | CHARTERIS J |
| AFILIAÇÕES | University of New England |
| ORCID | 0000-0002-1554-6730 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 54 |
| TOTAL DE CITAÇÕES | 92 |
| TOTAL COMO AUTOR | 54 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1982 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
Colonial memories in landscapes and waterways
This article shares a postqualitative, new materialist approach to memory work and storytelling, foregrounding the entangled colonial histories embedded in water and landscape. With its life-giving properties, water is a vital matter through which we can rethink histories to connect with the more-than-human and decolonise ourselves. Using new materialism, we create a watery assemblage (images and text) to challenge our thinking around the colonia…
Sacred materialities
This article proposes that engaging with posthuman spirituality can reveal new insights into how materiality generates meaning in academic workplaces. Posthuman theory can support an understanding of the materiality of meaningful academic work. This reframes spiritual engagement beyond anthropocentric doctrines, emphasising embodied and material entanglements with objects and environments. ‘Spiritual’ here refers to embodied, affective, and mater…
Amplifying embodiedness through life-art-writing
Neoliberal portrayals of academic lives as singular formulaic posturings in university settings are disembodying, dangerous, and unproductive. This productivity-driven narrative in academia is unfruitful and lacks an ethic of relational embodiedness. Arts-based research can recreate memories of lived educational experiences and leverage diverse perspectives to theorize enfleshments of embodied selves. Addressing the question: How can body-mind co…
Leading through wildfires
Purpose Natural disasters are increasing in frequency and severity, intensifying the communication demands placed on school leaders. This article examines how Australian school leaders communicated during catastrophic wildfire events, with attention to how communication supported trust, ensured safety, and fostered operational continuity. Design/methodology/approach An interpretivist collective case study was conducted with six school leaders in …
Leading schools in crisis contexts
Crises in educational settings, such as violence, catastrophic natural disasters or pandemics, require responsive and adaptive leading practices. Responsive crisis leadership is an emerging field in educational settings. This scoping review synthesises empirical studies of primary school leaders’ practices in crisis contexts. The thematic analysis highlights agile decision-making, responsive communication, strategic resource management and emotio…
Using interpersonal meaning making resources to build relationships and improve engagement in online teacher professional learning
As professional learning and development (PLD) for teachers moves online, it is increasingly important to consider what constitutes effective provision. While models of effective PLD abound, online PLD faces challenges to participant engagement. In particular, the critical need to build and maintain relationships in professional learning is complicated by the geographic and temporal distribution of online participants as well as the nuances of th…
Evaluation of in-service inclusive education teacher mindsets
Innovative learning environments are educational settings that promote flexibility, and collaboration, thereby necessitating a shift in teachers’ mindsets to effectively foster inclusivity in these dynamic spaces. Mindsets are our beliefs about human attributes, including abilities. The article investigates the degree to which in-service teachers, enrolled in a postgraduate inclusive education course, enact a growth mindset in response to an asse…
Shifting power relations in innovative learning environments
Internationally, a dearth of literature exists on how preservice teachers (PSTs) should be prepared to engage in Innovative Learning Environments (ILE) while on practicum. These environments progress open physical designs, and particular pedagogies and discourses favouring student agency and teacher collaboration. Differing conceptions of power coalesce in these new designs. This case study research in Aotearoa|New Zealand illustrates a set of po…
Respatialisation in schools
Recent literature on innovative learning environments primarily focuses on teacher readiness to utilise new spatial affordances. This article instead examines the adaptability of the spaces themselves, exploring how school leaders in Aotearoa New Zealand modify and refine spatial designs to enhance teaching and learning. A framework comprising Massey’s theory of space and Wenger’s communities of practice is used to conceptualise space as dynamica…
An online practicum for teacher education students
There is an ongoing drive to enhance teacher quality and address the imperative of initial teacher education provision. An online professional experience (practicum) can prepare teacher education students to negotiate the complexity of practice analysis when access to schools is problematic. As an alternative approach to face to face school-based teacher preparation for classroom practice, the online practicum is designed to ensure that teacher e…
Emergency lockdowns in flexible learning spaces with students who have high needs
Assembling at the “great gates”
Crisis, care, and community
Engaging in twenty-first century practices locally
Collaborating and distributing leading
A mosaic approach to leading practices leverages collaboration and makes it possible to renew the social fabric of a school. In this article, the authors use the notion of a ‘mosaic of leading practices ’ to unsettle top-down, hierarchical, positional conceptions of leader ship that focus on participants . The latter invites questions about participants’ responsibilities for leadership; the former invites questions about what leaders do (their pr…
Innovative Learning Environments and spaces of belonging for students with disability in mainstream settings
In many schools across Australasia, single-cell classrooms have been replaced by ‘innovative learning environments’ (ILEs). This redesign of education spaces has had pedagogical and physical ramifications for students and teachers. This qualitative study, conducted in New Zealand and Australia, investigated how students with disability responded to ILE design. Students with disabilities have, in traditional classrooms, often been reported to be i…
Affirmative Ethics in the Covid-19 Moment
Posthumanism locates, progresses, and asserts knowledge in the openings for interconnection. In this article, we undertake a collective biography using an interconnected arts-based practice that affords us complex relations with each other and material ways of thinking and being together. With a shared interest in posthuman theory and memory work, the authors connected online from Aotearoa/New Zealand, Australia, and South Africa to address the q…
Formative performance assessment in preservice teacher education – working through the black boxes
Teaching performance assessments (TPA) are a trending feature of initial teacher education. Founded in the United States of America, TPAs have emerged in the Australian context as a capstone assessment of preservice teacher competence. However, the inclusion of the TPA in initial teacher education places additional pressure on tertiary institutions to prepare their graduates for the rigour of the test alongside the rigour of the classroom. This p…
Teachers working with students with high and very high needs and their perceptions of Innovative Learning Environments
In the past 10 years Aotearoa/New Zealand, the educational landscape has experienced a significant shift towards Innovative Learning Environments (ILEs). The paper discusses the perceptions of 79 Aotearoa/New Zealand teachers who work with students with high and very high needs in mainstream Innovative Learning Environments (ILEs), and the aspects of pedagogical practices and classroom environments that have an impact on teaching and learning. An…
Pacific inclusive education model
The United Nations Sustainable Development Goals (SDGs) offers a global blueprint to achieve a better and more sustainable future for every person, through universal action to address social, economic, and environmental inequity and inequality (United Nations Development Programme, 2021). For educators, SDG Goal 4 aims to ensure an equitable quality education that promotes lifelong learning opportunities and this goal has been endorsed by Pacific…
The risks of standardised school building design
School design in any epoch reflects the collective values and attitudes of the time, and the political currents which shape perspectives. In this paper, we consider the risks associated with an English school’s rebuilding under the Priority School Building Programme, a standardised approach to school design, tending to result in ‘traditional’ instead of ‘innovative’ designs. At a micro scale, risk is affective, influencing educators’ ontological …
The potential of online technologies in meeting PLD needs of rural teachers
In this paper we review the professional learning and development (PLD) needs of teachers in rural and remote schools, focusing on the Australian context. We argue that online PLD is an emerging alternative to face-to-face arrangements for the continuing education of teachers, which can connect to rural contexts through attending to considerations of relevance, collaboration, and future focus. We describe challenges to the uptake of online PLD in…
Leadership in the built spaces of innovative learning environments
This article illustrates how schooling Innovative Learning Environments (ILE) deploy a future-focused imaginary for a perfectly self-managing society. New building design, coupled with this imaginary, creates possibilities for new ecologies of practices in which there are reframed relationships and pedagogical opportunities. We use the theory of practice architectures to demonstrate how practices in ILE are shaped through discourses, workplace ac…
Post-panoptic accountability
Post-panopticism is aligned with the Foucauldian conception of power and illustrates its apparatuses and mechanisms, for instance the visibility of bodies under the gaze, the facility to mobilise power relations for political purposes, and the capacity to engage self -technologies where there is self-surveillance and surveillance of others. As a concept, it is a confluence of the disciplinary power of panoptic control and the ubiquitous security …
Becoming-Teacher
Strom and Martin engage with the non-linear philosophy of Deleuze and Guattari (1987) to trouble linear thinking about classroom practices, teachers’ work, and subjectivities. The authors, with the
Pliocene hominid gait
Normative trends in the gait patterns of modern man can be used to reconstruct crucial characteristics of the bipedal behaviour of Pliocene hominids from their fossilized footprints. In this reconstruction the interrelated parameters of velocity, stride‐length, and cadence are determined from imprints made in damp volcanic ash some 3.7 million years ago. When early hominid footprint data is fitted to regression equations of high predictability fo…
Teacher agency and dialogic feedback
Innovative learning environments and new materialism
An Organisation for Economic Cooperation and Development research priority, innovative learning environments (ILEs) have been translated into policy and practice in 25 countries around the world. In Aotearoa/New Zealand, learning spaces are being reconceptualised in relation to this policy work by school leaders who are confronted by an impetus to lead pedagogic change. The article contributes a conjunctural analysis of the milieu around the rede…
Snapchat’, youth subjectivities and sexuality
Research on youth subjectivities and disappearing media is still in its infancy. Ephemeral technologies such as Snapchat, Frankly and Wickr offer young people opportunities for discursive agency, harnessing teenage discourses of social positioning. These media facilitate social mobility in teen peer contexts by providing a medium for dynamic and shifting relationships. The transmission of digital images can enable a social flexibility that has a …
Writing, Haecceity, Data, and Maybe More
Postqualitative research offers opportunities for playful praxis-reconfiguring ways of writing, sharing, engaging in the physicality of data generation, the vitality of data matter, and the enactment of experimental forms of writing. In this article, data multiplicity is generated through an authorless haecceity of experimentation with and through writing. Taking a line of flight from an initial data event at a research conference workshop, the p…
A heterotopology of the academy
Heterotopias are counter-sites of enacted utopias through which reality is simultaneously represented, contested and inverted. They are physical or mental spaces where, although norms of behaviours are suspended, there are connections with a plethora of other spaces. This article constructs a collective biography as a heterotopology of the academy. Academic subjectivities are produced and often constrained within powerful Higher Education discour…
Infantologies. An Epat collective writing project
Infantologies is a collective writing project designed to express and\nsummarise important ideas, approaches and forms of advocacy in a\nshort and condensed method, in order to present a network of diverse\nthemes, arguments and evidence concerning infants.This is a collective\nwriting project invited fifteen scholars to participate by writing 500\nwords with maximum of 5 references in a short period of time (normally\na couple of weeks). It is a…
Snapchat and affective inequalities
Gendered power relations and cyber-objectification can be produced through Snapchat in schooling contexts. The research illustrates how social media circulates affect in an Australian high school setting. While “Snapchatting” can evoke joy, it can produce gendered inequities. This research details affective inequalities associated with Snapchat use. Affective inequalities (“lad culture”, “rape culture” and “everyday sexism”) are produced through …
Posthuman COV-llaboration
Caught up in the 'COVID moment and distancing-isolation,' the authors came together through a Collective Memory Work initiative to inquire into what solidarity during the COVID moment meant to each of them and collectively assemble understandings about this phenomenon. Critical relationships, methods, and more-than-human relationalities are shared in this article that combined to enliven the collaboration. Grounded in Collective Memory Work and w…
Posthumanist ethical practice
With researchers funnelled into lucrative research practices that value fast scholarship, we explore ethical practice as an ethico-onto-epistemological project. Through collective biography, diffractive choreography, and poetry, we map systems of entrapment that manifest power relations in the academy. We argue the posthumanist ethical practice is an intra-active project in higher education – involving rich material, social, political and intelle…
The invisible hand
This paper diffracts a curriculum design workshop via online collaboration of a collective emerging from that event. Through the workshop, involving theory, conceptual art, writing, photography and curriculum planning, and the subsequent sharing of words and images, we move beyond interrogating designs for future subjects to asking how the pedagogical imagination composes both the material and immaterial, the corporeal and incorporeal, within eco…
Envisaging agency as discourse hybridity
Conceptualised from a range of sociological perspectives, and theorised extensively over the last 50 years, human agency is an integral element to lifelong learning. Poststructural theory with its decentred discursive construction of the learner offers a vibrant conception of classroom dynamics. This paper envisions how learner agency can be performative in the discursive space of a secondary classroom. The research disrupts the notion of a unifi…
Post-panoptic accountability
Post-panopticism is aligned with the Foucauldian conception of power and illustrates its apparatuses and mechanisms, for instance the visibility of bodies under the gaze, the facility to mobilise power relations for political purposes, and the capacity to engage self -technologies where there is self-surveillance and surveillance of others. As a concept, it is a confluence of the disciplinary power of panoptic control and the ubiquitous security …
Infantilisations
Infantilisations is the fourth article in a collective writing project that includes ‘Infantologies’, ‘Infantasies’, ‘Infanticides’, and Infantologies II-Songs of the Cradle. It is a notion and paper directed to the treatment of others as infants, essentially a hierarchical relation of power that supports a functional and routine psychological dependence either by one individual to another or group, or as an institutional ideology that ‘talks dow…
Snapchat and digitally mediated sexualised communication
Snapchat, released in 2011, is embedded in the youth culture of advanced capitalist societies. Theorising Snapchat from a socio-material ontology, we explore the application’s capacity to evoke the gendered politics of networked affect. Dipping into the conceptual toolbox of Deleuzoguattarian philosophy, we map how affect is distributed through bodies and objects (mobile technologies, the Snapchat application and human bodies) in socio-material a…
Structural marginalisation, othering and casual relief teacher subjectivities
Produced through market relations of neoliberal managerialism, teacher subjectivities are becoming progressively commodified. With the increasing casualisation of the teaching workforce, the well-being and status of casual relief teachers (CRTs) can be seen as an area of concern, at risk of ‘flexploitation’. More than just a convenient labour pool, CRTs operate on the margins of school communities, a space fraught with a range of issues. In many …
Dialogic feedback as divergent assessment for learning
Neoliberal policy objectives perpetuate an audit culture at both school and system levels. The associated focus on performativity and accountability can result in reductive and procedural interpretations of classroom assessment for learning (AfL) practices. Set in a New Zealand AfL professional development context, this research takes an ecological view of teacher learning as a ground-up approach to improving practice. As a framework, this paper …
Innovative learning environments and spaces of belonging for special education teachers
According to the OECD definition of innovative learning environments (ILEs), inclusion is considered a pillar of its design. The depiction of an inclusive ILE from the OECD outlines the importance of including students in ILEs. We wish to argue, however, that the successful implementation of inclusion also needs to address the location of special education teachers within these spaces. Our research provides a ‘spaces of belonging’ framework that …
Including students with disabilities in innovative learning environments
The educational provision for students with disabilities has been debated for as long as the term inclusive education (IE) has been part of the educational discourse. Despite IE stemming from a social justice paradigm, globally there remain inconsistencies in access to quality education. As a result, policies and practices to shift towards more equitable access to education are evident across the world. Many IE commentators argue the need for a t…
Deleuzian ‘interference’ and emergent listening in intern teacher assemblages
The radical ‘toolbox’ of Deleuze and Guattari can equip us to investigate teacher education assemblages and teacher internship becomings. Three contributions of this paper comprise: a consideration of the refrain as an agile and underutilised education research concept; emergent listening, as an emerging theoretical framework in education; and transversality as a creative approach to research analysis. Accounts of teacher education refrain where …
Discourse appropriation and category boundary work
With the increasing casualisation of the teacher labour force, there is little written on the experiences of casual teachers and the challenges they face in brokering professional identities within constantly shifting and uncertain work contexts. Being a category bound casual teacher (a product of category boundary work) is a complex subject position. The aim of this article is to advance our understandings of the identity work inherent in casual…
Pliocene hominid gait
Normative trends in the gait patterns of modern man can be used to reconstruct crucial characteristics of the bipedal behaviour of Pliocene hominids from their fossilized footprints. In this reconstruction the interrelated parameters of velocity, stride‐length, and cadence are determined from imprints made in damp volcanic ash some 3.7 million years ago. When early hominid footprint data is fitted to regression equations of high predictability fo…
Structuring the domain of human nonverbal behavior
Article Structuring the domain of human nonverbal behavior: A biological, Popperian perspective from the field of human movement studies was published on January 1, 1993 in the journal Semiotica (volume 95, issue 3-4)
Structural marginalisation, othering and casual relief teacher subjectivities
Produced through market relations of neoliberal managerialism, teacher subjectivities are becoming progressively commodified. With the increasing casualisation of the teaching workforce, the well-being and status of casual relief teachers (CRTs) can be seen as an area of concern, at risk of ‘flexploitation’. More than just a convenient labour pool, CRTs operate on the margins of school communities, a space fraught with a range of issues. In many …
Dialogic feedback as divergent assessment for learning
Neoliberal policy objectives perpetuate an audit culture at both school and system levels. The associated focus on performativity and accountability can result in reductive and procedural interpretations of classroom assessment for learning (AfL) practices. Set in a New Zealand AfL professional development context, this research takes an ecological view of teacher learning as a ground-up approach to improving practice. As a framework, this paper …
Teacher agency and dialogic feedback
E-Assessment for learning and performativity in higher education
This paper provides a critical and contextualised exploration of assessment for learning (AfL) as an important area of scholarship in higher education, particularly in online learning environments. Although AfL can speak to a range of education discourses, the specific focus here is on the performativity and experiential learning discourses around individual and collective notions of AfL in online settings (e-AfL). We argue that e-AfL practices t…
Snapchat’, youth subjectivities and sexuality
Research on youth subjectivities and disappearing media is still in its infancy. Ephemeral technologies such as Snapchat, Frankly and Wickr offer young people opportunities for discursive agency, harnessing teenage discourses of social positioning. These media facilitate social mobility in teen peer contexts by providing a medium for dynamic and shifting relationships. The transmission of digital images can enable a social flexibility that has a …
A heterotopology of the academy
Heterotopias are counter-sites of enacted utopias through which reality is simultaneously represented, contested and inverted. They are physical or mental spaces where, although norms of behaviours are suspended, there are connections with a plethora of other spaces. This article constructs a collective biography as a heterotopology of the academy. Academic subjectivities are produced and often constrained within powerful Higher Education discour…
Heterarchical coaching for continuing teacher professional learning and development
Aligned with the development of human capital, in-service teacher education is globally conceived as a key lever in economic development. However, teacher education is also a critically important process to leverage teacher political awareness and social justice. This article provides a socio-materialist account of continuous professional development (CPD) that recognises the transversality of objects, space and bodies as a rich and complex assem…
Envisaging agency as discourse hybridity
Conceptualised from a range of sociological perspectives, and theorised extensively over the last 50 years, human agency is an integral element to lifelong learning. Poststructural theory with its decentred discursive construction of the learner offers a vibrant conception of classroom dynamics. This paper envisions how learner agency can be performative in the discursive space of a secondary classroom. The research disrupts the notion of a unifi…
The invisible hand
This paper diffracts a curriculum design workshop via online collaboration of a collective emerging from that event. Through the workshop, involving theory, conceptual art, writing, photography and curriculum planning, and the subsequent sharing of words and images, we move beyond interrogating designs for future subjects to asking how the pedagogical imagination composes both the material and immaterial, the corporeal and incorporeal, within eco…
Innovative learning environments and new materialism
An Organisation for Economic Cooperation and Development research priority, innovative learning environments (ILEs) have been translated into policy and practice in 25 countries around the world. In Aotearoa/New Zealand, learning spaces are being reconceptualised in relation to this policy work by school leaders who are confronted by an impetus to lead pedagogic change. The article contributes a conjunctural analysis of the milieu around the rede…
Discourse appropriation and category boundary work
With the increasing casualisation of the teacher labour force, there is little written on the experiences of casual teachers and the challenges they face in brokering professional identities within constantly shifting and uncertain work contexts. Being a category bound casual teacher (a product of category boundary work) is a complex subject position. The aim of this article is to advance our understandings of the identity work inherent in casual…
Snapchat and digitally mediated sexualised communication
Snapchat, released in 2011, is embedded in the youth culture of advanced capitalist societies. Theorising Snapchat from a socio-material ontology, we explore the application’s capacity to evoke the gendered politics of networked affect. Dipping into the conceptual toolbox of Deleuzoguattarian philosophy, we map how affect is distributed through bodies and objects (mobile technologies, the Snapchat application and human bodies) in socio-material a…
The nuances of posthumanism
The question about what comes after postmodernism illustrates historicity, the imaginary of chronology, a flawed linear narrative of progression and development. There is a diachronical vogue that
Posthumanist ethical practice
With researchers funnelled into lucrative research practices that value fast scholarship, we explore ethical practice as an ethico-onto-epistemological project. Through collective biography, diffractive choreography, and poetry, we map systems of entrapment that manifest power relations in the academy. We argue the posthumanist ethical practice is an intra-active project in higher education – involving rich material, social, political and intelle…
Deleuzian ‘interference’ and emergent listening in intern teacher assemblages
The radical ‘toolbox’ of Deleuze and Guattari can equip us to investigate teacher education assemblages and teacher internship becomings. Three contributions of this paper comprise: a consideration of the refrain as an agile and underutilised education research concept; emergent listening, as an emerging theoretical framework in education; and transversality as a creative approach to research analysis. Accounts of teacher education refrain where …
Infantologies. An Epat collective writing project
Infantologies is a collective writing project designed to express and\nsummarise important ideas, approaches and forms of advocacy in a\nshort and condensed method, in order to present a network of diverse\nthemes, arguments and evidence concerning infants.This is a collective\nwriting project invited fifteen scholars to participate by writing 500\nwords with maximum of 5 references in a short period of time (normally\na couple of weeks). It is a…
Writing, Haecceity, Data, and Maybe More
Postqualitative research offers opportunities for playful praxis-reconfiguring ways of writing, sharing, engaging in the physicality of data generation, the vitality of data matter, and the enactment of experimental forms of writing. In this article, data multiplicity is generated through an authorless haecceity of experimentation with and through writing. Taking a line of flight from an initial data event at a research conference workshop, the p…
Teacher performance assessments in the early childhood sector
Teacher performance assessments are positioned as a high stakes assessment that are aimed to ensure that preservice teachers are ready for professional practice in education contexts. The move to incorporate them in institutions has its origins in concerns that teacher education is a policy problem with varying standards of preparation across the sector. The article draws from research literature on the USA edTPA, which is used widely to benchmar…
Patchworks of professional practices
In Australia and Aotearoa New Zealand, the impetus to create open learning spaces that afford spatial and pedagogical flexibility have disrupted the nature of teachers’ work. In redesigned education facilities, teachers engage in sophisticated processes of collaboration and ongoing teacher professional learning. Moving from traditional classroom designs brings with it a shift in how knowledge is transmitted, co-produced and engaging with aspirati…
Psychological safety in innovative learning environments
Innovative Learning Environments (ILEs) are characterised by features that can create hypervisibility, and hyperstimulation, that raise psychological safety issues. However, there is a lack of research in the field of ILEs that addresses these complexities especially for students with additional learning needs. This case study draws on interview data with staff and students in a special education setting within an Australian ILE. Results map thre…
Innovative learning environments and spaces of belonging for special education teachers
According to the OECD definition of innovative learning environments (ILEs), inclusion is considered a pillar of its design. The depiction of an inclusive ILE from the OECD outlines the importance of including students in ILEs. We wish to argue, however, that the successful implementation of inclusion also needs to address the location of special education teachers within these spaces. Our research provides a ‘spaces of belonging’ framework that …
Including students with disabilities in innovative learning environments
The educational provision for students with disabilities has been debated for as long as the term inclusive education (IE) has been part of the educational discourse. Despite IE stemming from a social justice paradigm, globally there remain inconsistencies in access to quality education. As a result, policies and practices to shift towards more equitable access to education are evident across the world. Many IE commentators argue the need for a t…
Snapchat and affective inequalities
Gendered power relations and cyber-objectification can be produced through Snapchat in schooling contexts. The research illustrates how social media circulates affect in an Australian high school setting. While “Snapchatting” can evoke joy, it can produce gendered inequities. This research details affective inequalities associated with Snapchat use. Affective inequalities (“lad culture”, “rape culture” and “everyday sexism”) are produced through …
Sociology (37 obras) · Political science (28 obras) · Pedagogy (27 obras) · Psychology (27 obras) · Teacher Education and Leadership Studies (15 obras) · Epistemology (14 obras) · Social science (14 obras) · Educational Environments and Student Outcomes (12 obras) · Law (12 obras) · Mathematics education (12 obras)