Pam Christie
Dados Biográficos
| ID | 219004 |
|---|---|
| NOME | Pam Christie |
| PRENOMES | Pam |
| SOBRENOME | Christie |
| ASSINATURA | CHRISTIE P |
| AFILIAÇÕES | University of the Witwatersrand |
| ORCID | 0000-0002-7894-3733 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAÇÕES | 95 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1982 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 5 |
Teacher education and the borderlands of coloniality
Educational change in post-conflict contexts
Reflecting on South African experience, this paper develops an analytical framework using the work of Henri Lefebvre and Nancy Fraser to understand why socially just arrangements may be so difficult to achieve in post-conflict reconstruction. The paper uses Lefebvre's analytic to trace three sets of entangled practices (perceived–conceived–lived) as evident in education in post-apartheid South Africa in order to illustrate the complexity that is …
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…
Transnational higher education as a hybrid global/local space
One aspect of transnational education that is anticipated to grow in prominence is the international branch campus. This article is a case study of Monash University Malaysia, a Malaysian-Australian transnational education alliance which has achieved a measure of success in a field fraught with risk. It offers an analysis of the dynamic interplay between global processes and the logics of practice of situated national and institutional interests.…
Making space for an international branch campus
This paper presents findings from an empirical study of an international branch campus established through a partnership between a Malaysian property development conglomerate, the S unway G roup, and M onash U niversity, an A ustralian university known for its global aspirations. Using L efebvre's concept of social space we analyse the perceived, conceived and lived spaces that constitute the campus of M onash U niversity M alaysia and its urban …
Reconciliation and Pedagogy
Space, Place, and Social Justice
This article develops a methodological approach based on the spatial theory of Henri Lefebvre to address relationships between space, place, and social justice in education. In understanding the contradictory effects of globalization on local education policies and the continuing effects of historical geographies in education, Lefebvre's theory foregrounds the multiple scales and rhythms of practice that produce social space. The article illustra…
Reconciliation and Pedagogy
Reconciliation is one of the most significant contemporary challenges in the world today. In this innovative new volume, educational academics and practitioners across a range of cultural and political contexts examine the links between reconciliation and critical pedagogy, putting forward the notion that reconciliation projects should be regarded as public pedagogical interventions, with much to offer to wider theories of learning. While ideas a…
Schooling and Refugees
This article examines the complexities associated with educating a mobile and politically marginalised population, refugee students, in the state of Queensland, Australia. Historically, schools have been national institutions concerned with social reproduction and citizenship formation with a focus on spatially fixed populations. While education authorities in much of the developed world now acknowledge the need to prepare students for a more int…
The complexity of human rights in global times
Changing regimes
Structural Change, Leadership and School Effectiveness/Improvement
This article comments on leadership within mainstream literature on school effectiveness/improvement, where it is almost always considered to be a factor of change. The article argues that systemic school improvement, particularly for disadvantaged children, is inextricably linked to wider social, economic and political conditions—in South Africa’s case, the political transition from apartheid to democratic government. These structural conditions…
Learning about Leadership
(2002). Learning about Leadership: Recent perspectives from education. Discourse: Studies in the Cultural Politics of Education: Vol. 23, No. 1, pp. 129-135
Global Trends in Local Contexts
(1997). Global Trends in Local Contexts: a South African perspective on competence debates. Discourse: Studies in the Cultural Politics of Education: Vol. 18, No. 1, pp. 55-69
Globalisation and the curriculum
Transition tricks? Policy models for school desegregation in South Africa, 1990‐94
Political transition in South Africa has proved to be a contradictory, contested and faltering process. One of the sites of greatest social conflict and breakdown since the mid‐1970s has been the apartheid education system. Yet, during the three years following De Klerk's historic moves towards a ‘new South Africa’, there were no fundamental attempts to address the overall education crisis through policy change. A key issue in the educational dis…
South Africa in Transition
(1994). SOUTH AFRICA IN TRANSITION: Educational Policies, 1990‐93. Discourse: Studies in the Cultural Politics of Education: Vol. 14, No. 2, pp. 45-56
Politics, Poverty and Education in Rural South Africa
This article examines the relationship between poverty and education in South Africa, and how its conceptualisation has changed historically. By analysing two major inquiries into poverty conducted by the Carnegie Corporation (in 1929‐32 and 1982‐84), it highlights the political nature of poverty and also its racialisation in South Africa. Using material from a peri‐urban research study, it extends the analysis to include the underprovision of sc…
Reforming the Racial Curriculum
This article analyses curriculum changes that have accompanied the reform movement to desegregate private and religious schools in South Africa. In a context of racially segregated State schooling, the 'open' schools have admitted students of all races to what were previously white schools. An examination of the curriculum practices of these schools reveals different patterns in terms of the extent to which schools have modified their practices t…
Desegregating Schools in South Africa
(1989). Desegregating Schools in South Africa: The Case of The Catholic “Open” Schools. Discourse: Studies in the Cultural Politics of Education: Vol. 10, No. 1, pp. 87-101
The Right to Learn
Bantu Education
1982). Bantu Education: apartheid ideology or labour reproduction? Comparative Education: Vol. 18, No. 1, pp. 59-75
Bantu Education
1982). Bantu Education: apartheid ideology or labour reproduction? Comparative Education: Vol. 18, No. 1, pp. 59-75
Changing regimes
Space, Place, and Social Justice
This article develops a methodological approach based on the spatial theory of Henri Lefebvre to address relationships between space, place, and social justice in education. In understanding the contradictory effects of globalization on local education policies and the continuing effects of historical geographies in education, Lefebvre's theory foregrounds the multiple scales and rhythms of practice that produce social space. The article illustra…
The complexity of human rights in global times
Making space for an international branch campus
This paper presents findings from an empirical study of an international branch campus established through a partnership between a Malaysian property development conglomerate, the S unway G roup, and M onash U niversity, an A ustralian university known for its global aspirations. Using L efebvre's concept of social space we analyse the perceived, conceived and lived spaces that constitute the campus of M onash U niversity M alaysia and its urban …
Globalisation and the curriculum
Transition tricks? Policy models for school desegregation in South Africa, 1990‐94
Political transition in South Africa has proved to be a contradictory, contested and faltering process. One of the sites of greatest social conflict and breakdown since the mid‐1970s has been the apartheid education system. Yet, during the three years following De Klerk's historic moves towards a ‘new South Africa’, there were no fundamental attempts to address the overall education crisis through policy change. A key issue in the educational dis…
Transnational higher education as a hybrid global/local space
One aspect of transnational education that is anticipated to grow in prominence is the international branch campus. This article is a case study of Monash University Malaysia, a Malaysian-Australian transnational education alliance which has achieved a measure of success in a field fraught with risk. It offers an analysis of the dynamic interplay between global processes and the logics of practice of situated national and institutional interests.…
Schooling and Refugees
This article examines the complexities associated with educating a mobile and politically marginalised population, refugee students, in the state of Queensland, Australia. Historically, schools have been national institutions concerned with social reproduction and citizenship formation with a focus on spatially fixed populations. While education authorities in much of the developed world now acknowledge the need to prepare students for a more int…
Global Trends in Local Contexts
(1997). Global Trends in Local Contexts: a South African perspective on competence debates. Discourse: Studies in the Cultural Politics of Education: Vol. 18, No. 1, pp. 55-69
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…
Structural Change, Leadership and School Effectiveness/Improvement
This article comments on leadership within mainstream literature on school effectiveness/improvement, where it is almost always considered to be a factor of change. The article argues that systemic school improvement, particularly for disadvantaged children, is inextricably linked to wider social, economic and political conditions—in South Africa’s case, the political transition from apartheid to democratic government. These structural conditions…
South Africa in Transition
(1994). SOUTH AFRICA IN TRANSITION: Educational Policies, 1990‐93. Discourse: Studies in the Cultural Politics of Education: Vol. 14, No. 2, pp. 45-56
Reforming the Racial Curriculum
This article analyses curriculum changes that have accompanied the reform movement to desegregate private and religious schools in South Africa. In a context of racially segregated State schooling, the 'open' schools have admitted students of all races to what were previously white schools. An examination of the curriculum practices of these schools reveals different patterns in terms of the extent to which schools have modified their practices t…
Learning about Leadership
(2002). Learning about Leadership: Recent perspectives from education. Discourse: Studies in the Cultural Politics of Education: Vol. 23, No. 1, pp. 129-135
Politics, Poverty and Education in Rural South Africa
This article examines the relationship between poverty and education in South Africa, and how its conceptualisation has changed historically. By analysing two major inquiries into poverty conducted by the Carnegie Corporation (in 1929‐32 and 1982‐84), it highlights the political nature of poverty and also its racialisation in South Africa. Using material from a peri‐urban research study, it extends the analysis to include the underprovision of sc…
Bantu Education
1982). Bantu Education: apartheid ideology or labour reproduction? Comparative Education: Vol. 18, No. 1, pp. 59-75
The Right to Learn
Desegregating Schools in South Africa
(1989). Desegregating Schools in South Africa: The Case of The Catholic “Open” Schools. Discourse: Studies in the Cultural Politics of Education: Vol. 10, No. 1, pp. 87-101
Reforming the Racial Curriculum
This article analyses curriculum changes that have accompanied the reform movement to desegregate private and religious schools in South Africa. In a context of racially segregated State schooling, the 'open' schools have admitted students of all races to what were previously white schools. An examination of the curriculum practices of these schools reveals different patterns in terms of the extent to which schools have modified their practices t…
Politics, Poverty and Education in Rural South Africa
This article examines the relationship between poverty and education in South Africa, and how its conceptualisation has changed historically. By analysing two major inquiries into poverty conducted by the Carnegie Corporation (in 1929‐32 and 1982‐84), it highlights the political nature of poverty and also its racialisation in South Africa. Using material from a peri‐urban research study, it extends the analysis to include the underprovision of sc…
South Africa in Transition
(1994). SOUTH AFRICA IN TRANSITION: Educational Policies, 1990‐93. Discourse: Studies in the Cultural Politics of Education: Vol. 14, No. 2, pp. 45-56
Transition tricks? Policy models for school desegregation in South Africa, 1990‐94
Political transition in South Africa has proved to be a contradictory, contested and faltering process. One of the sites of greatest social conflict and breakdown since the mid‐1970s has been the apartheid education system. Yet, during the three years following De Klerk's historic moves towards a ‘new South Africa’, there were no fundamental attempts to address the overall education crisis through policy change. A key issue in the educational dis…
Globalisation and the curriculum
Global Trends in Local Contexts
(1997). Global Trends in Local Contexts: a South African perspective on competence debates. Discourse: Studies in the Cultural Politics of Education: Vol. 18, No. 1, pp. 55-69
Learning about Leadership
(2002). Learning about Leadership: Recent perspectives from education. Discourse: Studies in the Cultural Politics of Education: Vol. 23, No. 1, pp. 129-135
Structural Change, Leadership and School Effectiveness/Improvement
This article comments on leadership within mainstream literature on school effectiveness/improvement, where it is almost always considered to be a factor of change. The article argues that systemic school improvement, particularly for disadvantaged children, is inextricably linked to wider social, economic and political conditions—in South Africa’s case, the political transition from apartheid to democratic government. These structural conditions…
Changing regimes
The complexity of human rights in global times
Schooling and Refugees
This article examines the complexities associated with educating a mobile and politically marginalised population, refugee students, in the state of Queensland, Australia. Historically, schools have been national institutions concerned with social reproduction and citizenship formation with a focus on spatially fixed populations. While education authorities in much of the developed world now acknowledge the need to prepare students for a more int…
Reconciliation and Pedagogy
Reconciliation is one of the most significant contemporary challenges in the world today. In this innovative new volume, educational academics and practitioners across a range of cultural and political contexts examine the links between reconciliation and critical pedagogy, putting forward the notion that reconciliation projects should be regarded as public pedagogical interventions, with much to offer to wider theories of learning. While ideas a…
Reconciliation and Pedagogy
Space, Place, and Social Justice
This article develops a methodological approach based on the spatial theory of Henri Lefebvre to address relationships between space, place, and social justice in education. In understanding the contradictory effects of globalization on local education policies and the continuing effects of historical geographies in education, Lefebvre's theory foregrounds the multiple scales and rhythms of practice that produce social space. The article illustra…
Making space for an international branch campus
This paper presents findings from an empirical study of an international branch campus established through a partnership between a Malaysian property development conglomerate, the S unway G roup, and M onash U niversity, an A ustralian university known for its global aspirations. Using L efebvre's concept of social space we analyse the perceived, conceived and lived spaces that constitute the campus of M onash U niversity M alaysia and its urban …
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…
Transnational higher education as a hybrid global/local space
One aspect of transnational education that is anticipated to grow in prominence is the international branch campus. This article is a case study of Monash University Malaysia, a Malaysian-Australian transnational education alliance which has achieved a measure of success in a field fraught with risk. It offers an analysis of the dynamic interplay between global processes and the logics of practice of situated national and institutional interests.…
Educational change in post-conflict contexts
Reflecting on South African experience, this paper develops an analytical framework using the work of Henri Lefebvre and Nancy Fraser to understand why socially just arrangements may be so difficult to achieve in post-conflict reconstruction. The paper uses Lefebvre's analytic to trace three sets of entangled practices (perceived–conceived–lived) as evident in education in post-apartheid South Africa in order to illustrate the complexity that is …
Teacher education and the borderlands of coloniality
Political science (19 obras) · Sociology (17 obras) · Law (14 obras) · Global Educational Policies and Reforms (11 obras) · Politics (10 obras) · Law (9 obras) · Psychology (8 obras) · Economic growth (7 obras) · Economics (7 obras) · Education Systems and Policy (7 obras)