Adele Nye
Dados Biográficos
| ID | 247084 |
|---|---|
| NOME | Adele Nye |
| PRENOMES | Adele |
| SOBRENOME | Nye |
| ASSINATURA | NYE A |
| AFILIAÇÕES | University of New England |
| ORCID | 0000-0002-1603-2643 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAÇÕES | 18 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 3 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2009 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
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…
Layering and affect in commemoration
Tokens of love and loss
The museum space is continually evolving and, not surprisingly, we have seen significant and rapid expansion in both digitized records and online exhibitions, especially since the COVID‐19 pandemic of 2020–2023. In this article we examine three comparable museum collections of tokens of love and loss in the Foundling Museum in London, the Museo degli Innocenti in Florence, and the National Museum of Australia in Canberra. Using a case study appro…
Assembling at the “great gates”
Crisis, care, and community
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…
Foundling museums
Exhibition design matters. It determines the way objects are presented, the stories they tell and the way visitors experience them. Using theories of vital materiality and affect as entry points into understanding visitor experience better, this paper explores and compares our affective responses as visitor-researchers to the exhibition designs of foundling tokens at the Foundling Museum in London and the Museum of the Ospedale degli Innocenti in…
Teaching History for the Contemporary World
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…
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 …
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…
Teaching the Discipline of History in an Age of Standards
Educational Research in the Age of Anthropocene
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…
Surprise Me!’ The (im)possibilities of agency and creativity within the standards framework of history education
In the current culture of regulation in higher education and, in turn, the history discipline, it is timely to problematize discipline standards in relation to student agency and creativity. This article argues that through the inclusion of a critical orientation and engaged pedagogy, historians have the opportunity to bring a more agentic dimension to the disciplinary conversation. Discipline standards privilege that arrogant historical moment i…
Exploring historical thinking and agency with undergraduate history students
Recent research on historical thinking has instigated important disciplinary conversations and changes in pedagogical practice. They have, however, largely focused on the primary and secondary school sector, highlighting the gap in corresponding research into tertiary education. It is important to look at the experiences of history students at tertiary level, to assess the impact of perceptions and practices on graduate employment outcomes and tr…
Historical Thinking in Higher Education
This article provides an introduction to the results of a nationwide scoping study of student and staff perceptions of the nature and roles of historical thinking. In 2008–09, over 1400 students and 50 staff from 12 universities around Australia completed interviews and questionnaires. This research report examines student and staff responses to the second questionnaire item, asking for an assessment of the connection between particular activitie…
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…
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…
Historical Thinking in Higher Education
This article provides an introduction to the results of a nationwide scoping study of student and staff perceptions of the nature and roles of historical thinking. In 2008–09, over 1400 students and 50 staff from 12 universities around Australia completed interviews and questionnaires. This research report examines student and staff responses to the second questionnaire item, asking for an assessment of the connection between particular activitie…
Foundling museums
Exhibition design matters. It determines the way objects are presented, the stories they tell and the way visitors experience them. Using theories of vital materiality and affect as entry points into understanding visitor experience better, this paper explores and compares our affective responses as visitor-researchers to the exhibition designs of foundling tokens at the Foundling Museum in London and the Museum of the Ospedale degli Innocenti in…
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 …
Historical Thinking in Higher Education
This article provides an introduction to the results of a nationwide scoping study of student and staff perceptions of the nature and roles of historical thinking. In 2008–09, over 1400 students and 50 staff from 12 universities around Australia completed interviews and questionnaires. This research report examines student and staff responses to the second questionnaire item, asking for an assessment of the connection between particular activitie…
Exploring historical thinking and agency with undergraduate history students
Recent research on historical thinking has instigated important disciplinary conversations and changes in pedagogical practice. They have, however, largely focused on the primary and secondary school sector, highlighting the gap in corresponding research into tertiary education. It is important to look at the experiences of history students at tertiary level, to assess the impact of perceptions and practices on graduate employment outcomes and tr…
Surprise Me!’ The (im)possibilities of agency and creativity within the standards framework of history education
In the current culture of regulation in higher education and, in turn, the history discipline, it is timely to problematize discipline standards in relation to student agency and creativity. This article argues that through the inclusion of a critical orientation and engaged pedagogy, historians have the opportunity to bring a more agentic dimension to the disciplinary conversation. Discipline standards privilege that arrogant historical moment i…
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…
Teaching the Discipline of History in an Age of Standards
Educational Research in the Age of Anthropocene
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 …
Teaching History for the Contemporary World
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…
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…
Foundling museums
Exhibition design matters. It determines the way objects are presented, the stories they tell and the way visitors experience them. Using theories of vital materiality and affect as entry points into understanding visitor experience better, this paper explores and compares our affective responses as visitor-researchers to the exhibition designs of foundling tokens at the Foundling Museum in London and the Museum of the Ospedale degli Innocenti in…
Tokens of love and loss
The museum space is continually evolving and, not surprisingly, we have seen significant and rapid expansion in both digitized records and online exhibitions, especially since the COVID‐19 pandemic of 2020–2023. In this article we examine three comparable museum collections of tokens of love and loss in the Foundling Museum in London, the Museo degli Innocenti in Florence, and the National Museum of Australia in Canberra. Using a case study appro…
Assembling at the “great gates”
Crisis, care, and community
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…
Layering and affect in commemoration
Sociology (10 obras) · Political science (7 obras) · Psychology (7 obras) · Educator Training and Historical Pedagogy (6 obras) · Aesthetics (5 obras) · Pedagogy (5 obras) · Philosophy (5 obras) · Posthumanist Ethics and Activism (5 obras) · Art (4 obras) · History (4 obras)