Jennifer Charteris is an Assoicate Professor in the University of New England School of Education. A teacher educator with teaching experience spanning New Zealand, Australia and the UK, she has worked with students, teachers, principals, school communities and school in-service advisors across the primary, secondary and tertiary sectors. Originally a High School Head of English, Jennifer’s research interests lie in theoretical and empirical work on agency, teacher and student learning/e-learning, and professional practice in education. Presently, she is researching aspects of the materiality of learning, and implications of 'new materialism' for pedagogy and professional practice. Jennifer has a particular interest in poststructural theory, especially as this has been developed in the work of Gilles Deleuze, Judith Butler and Michel Foucault. These interests are pursued empirically using qualitative methods and discourse analysis At UNE she teaches research methods at masters level and learning theories in the BEd primary course. Address: Armidale Australia
The educational provision for students with disabilities has been debated for as long as the term... more 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 soc...
New Zealand Educational Administration & Leadership Society, 2016
School leaders are at the forefront of reform agendas. They are challenged to embrace digital tec... more School leaders are at the forefront of reform agendas. They are challenged to embrace digital technologies, rethink the roles of students, teachers and school leaders, remodel physical spaces in schools and consider significant shifts to school administration and leadership. In this article a theoretical framework of learning leadership, relational trust and risk-taking is evoked to examine how leaders broker change to implement Innovative Learning Environments. The research reported in this article provides an analysis of pedagogical, instructional and learning leadership discourses drawn from the qualitative data in a survey that involved 165 Aotearoa/New Zealand school practitioners. Findings suggest the value of positive and critical leader engagement with the discursive nexus of education policy and economic rationalism. The research addresses the paucity of research on principal perceptions of ILE and the challenges this policy direction presents for leadership.
International Journal of Inclusive Education, 2021
Innovative Learning Environments (ILEs) are characterised by features that can create hypervisibi... more 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 rese...
Abstract Post-panopticism is aligned with the Foucauldian conception of power and illustrates its... more Abstract 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 mechanism of biopower in action. Post-panopticism in the discipline provides a means to identify areas of lack in teacher and student populations. Post-panoptic surveillance in Australian schools is illustrated in this article around the use of data wall displays. Data walls are a collective mechanism that produces biopower through its alignment with panoptic disciplinary power in schools. These data assemblages are an example of a suite of technologies that profile student performance, mould teaching practices, and shape subjectivities of leaders, teachers, and students.
Post-Qualitative Research and Innovative Methodologies, 2016
Drawing from the Foucauldian concept of`heterotopologyof`heterotopology', this chapter pr... more Drawing from the Foucauldian concept of`heterotopologyof`heterotopology', this chapter provides a spatio-temporal approach to research in Education contexts. Heterotopias are liminal spaces, portable territories that can be conceived of as 'other'. First introduced by Foucault in his 1966 book 'The Order of Things: An Archaeology of the Human Sciences', heterotopias provide a rich framework to query the politics of extraterritoriality in Educational spaces. In this chapter we offer an application of Foucault's six heterotopic principles as a disruptive methodology. We present two graphic organizers: the first listing pertinent authors and linking their fields of Education research and the second outlining the six different heterotopic principles. These may serve as points of departure to recognize and leverage non-normative possibilities in Education spaces.
International Journal of Qualitative Methods, 2021
Caught up in the “COVID moment and distancing-isolation,” the authors came together through a Col... more 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 widened by arts-based approaches, the academics reflexively explored critical encounters, probing into how they move(d) in/through work–home spaces during the isolation and uncertainties experienced during the pandemic. This article serves as a methodological unpacking of our arts-based research process that used Zoom discussions, memory writing, individual artmaking, and sharing stories. More-than-human capacities provide a pathway to negotiate trauma, fears, loneliness, and isolation that affectively circulate through the COVID moment.
International Journal of Comparative Education and Development, 2019
Purpose Teaching performance assessments (TPAs) have developed in the USA and Australia as a “bar... more Purpose Teaching performance assessments (TPAs) have developed in the USA and Australia as a “bar exam” for the profession and are used means to assure that graduates are classroom ready. The purpose of this paper is to outline how these assessments have been implemented in teacher education in the USA and Australian contexts. The edTPA is embroiled in controversy in the USA and there are important lessons from the related research literature that could inform the how other countries engage with TPAs in pre-service teacher education. Design/methodology/approach This conceptual paper outlines how Australia has introduced TPAs in initial teacher education (ITE) through policy borrowing from the USA. The paper synthesises critiques of the edTPA (USA) from research literature and considers the implications of TPAs in the Australian context. Findings The TPA impacts the focus of pre-service teacher practicum teaching, and pedagogy and curriculum in ITE education. The TPA could be used to...
Producing Pleasure in the Contemporary University, 2017
Higher education institutions comprise entangled assemblages of bodies, material objects, discour... more Higher education institutions comprise entangled assemblages of bodies, material objects, discourses, spaces and diverse technologies. These entanglements are affective intensities that manifest embodied prepersonal relationality. As a prepersonal construct, affect is the social, physical and emotion change, or variation that is co-produced when assemblages of bodies and objects contact (see Coleman, 2005).
This article illustrates how schooling Innovative Learning Environments (ILE) deploy a future-foc... more 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 imagina...
Innovative Learning Environments (ILEs) with their origins in OECD literature, propose to revolut... more Innovative Learning Environments (ILEs) with their origins in OECD literature, propose to revolutionise education as we know it. ILEs draw on a large body of literature: constructivist learning theory; distributed leadership; personalised 21 st century learning; blended learning (digital); and, future-focused education. Despite an increasing body of research in the area, there appears to be confusion around the concept of ILEs in Aotearoa/New Zealand schools. This article reports on survey research with 126 questionnaire respondents. These principals and teachers, drawn from a random sample of New Zealand schools, commented on the implications of ILEs for teaching and learning in their contexts. This article explores the theoretical and philosophical resources that educators bring to this concept and its implications for their practice. Five themes regarding ILEs emerged from the responses: lack of clarity; we do it already, the significance of material spaces; pedagogical implicati...
It is not difficult to start a conversation about the objects of matrilineal nurture and care acr... more It is not difficult to start a conversation about the objects of matrilineal nurture and care across generations of women. Invariably we find that most people have "a something" or even "a non-thing." It may be a photograph, an object, or a story. Or it might be a heart-felt absence that traces the connections and disconnections of the matrilineal line. Storied objects are often from the home: domestic tools, trinkets or "tat." They are not necessarily of any great monetary value; rather they are objects laden with personal imagery and the "fragrances" of the past. Historian Ludmilla Jordanova writes of what she calls the "perfumes" that inspire historians. Persistent and complex, these perfumes evoke emotional responses: "They infuse everything historians do" (Jordanova 34). Taking up this notion of the perfumes of history, we imagine the fragrances of matrilineal care and nurture to be found in the objects, stories and ph...
Snapchat is one of the most popular social media applications among Australian young people. Its ... more Snapchat is one of the most popular social media applications among Australian young people. Its global impact has grown rapidly in recent years. Reported is a mixed methods case study located in New South Wales schools. An online survey was conducted with education practitioners to enquire into their experiences of Snapchat in their school settings. The researchers used survey responses and comments from follow up interviews to consider how networked affect is enacted through Snapchat. Networked affect can be seen as a visceral movement of emotion through the intra-action of social media and human bodies. Both corporeal affect and Snapchat have received increased attention by researchers over the last five years although little has been written to link the two. We highlight the importance of reading the affective social impact of Snapchat use among young people and the potential of looking beyond its abuses to the affordances of the application.
International Journal of Qualitative Studies in Education, 2021
Gendered power relations and cyber-objectification can be produced through Snapchat in schooling ... more 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 texts, images and videos and are normalised through the gendered material-discursive relations in schools. Through making new material entanglements visible, the subtle sexist practices associated with misogyny in schools can be surfaced and recognised. Explicit critiques of misogyny are required to support gender equity in schools. This article contributes to the literature both as new material school-based research, and as an exploration of the gendered implications of Snapchat technology use among young people. It addresses the need to challenge masculine sexual entitlement, both online and in schools.
The educational provision for students with disabilities has been debated for as long as the term... more 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 soc...
New Zealand Educational Administration & Leadership Society, 2016
School leaders are at the forefront of reform agendas. They are challenged to embrace digital tec... more School leaders are at the forefront of reform agendas. They are challenged to embrace digital technologies, rethink the roles of students, teachers and school leaders, remodel physical spaces in schools and consider significant shifts to school administration and leadership. In this article a theoretical framework of learning leadership, relational trust and risk-taking is evoked to examine how leaders broker change to implement Innovative Learning Environments. The research reported in this article provides an analysis of pedagogical, instructional and learning leadership discourses drawn from the qualitative data in a survey that involved 165 Aotearoa/New Zealand school practitioners. Findings suggest the value of positive and critical leader engagement with the discursive nexus of education policy and economic rationalism. The research addresses the paucity of research on principal perceptions of ILE and the challenges this policy direction presents for leadership.
International Journal of Inclusive Education, 2021
Innovative Learning Environments (ILEs) are characterised by features that can create hypervisibi... more 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 rese...
Abstract Post-panopticism is aligned with the Foucauldian conception of power and illustrates its... more Abstract 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 mechanism of biopower in action. Post-panopticism in the discipline provides a means to identify areas of lack in teacher and student populations. Post-panoptic surveillance in Australian schools is illustrated in this article around the use of data wall displays. Data walls are a collective mechanism that produces biopower through its alignment with panoptic disciplinary power in schools. These data assemblages are an example of a suite of technologies that profile student performance, mould teaching practices, and shape subjectivities of leaders, teachers, and students.
Post-Qualitative Research and Innovative Methodologies, 2016
Drawing from the Foucauldian concept of`heterotopologyof`heterotopology', this chapter pr... more Drawing from the Foucauldian concept of`heterotopologyof`heterotopology', this chapter provides a spatio-temporal approach to research in Education contexts. Heterotopias are liminal spaces, portable territories that can be conceived of as 'other'. First introduced by Foucault in his 1966 book 'The Order of Things: An Archaeology of the Human Sciences', heterotopias provide a rich framework to query the politics of extraterritoriality in Educational spaces. In this chapter we offer an application of Foucault's six heterotopic principles as a disruptive methodology. We present two graphic organizers: the first listing pertinent authors and linking their fields of Education research and the second outlining the six different heterotopic principles. These may serve as points of departure to recognize and leverage non-normative possibilities in Education spaces.
International Journal of Qualitative Methods, 2021
Caught up in the “COVID moment and distancing-isolation,” the authors came together through a Col... more 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 widened by arts-based approaches, the academics reflexively explored critical encounters, probing into how they move(d) in/through work–home spaces during the isolation and uncertainties experienced during the pandemic. This article serves as a methodological unpacking of our arts-based research process that used Zoom discussions, memory writing, individual artmaking, and sharing stories. More-than-human capacities provide a pathway to negotiate trauma, fears, loneliness, and isolation that affectively circulate through the COVID moment.
International Journal of Comparative Education and Development, 2019
Purpose Teaching performance assessments (TPAs) have developed in the USA and Australia as a “bar... more Purpose Teaching performance assessments (TPAs) have developed in the USA and Australia as a “bar exam” for the profession and are used means to assure that graduates are classroom ready. The purpose of this paper is to outline how these assessments have been implemented in teacher education in the USA and Australian contexts. The edTPA is embroiled in controversy in the USA and there are important lessons from the related research literature that could inform the how other countries engage with TPAs in pre-service teacher education. Design/methodology/approach This conceptual paper outlines how Australia has introduced TPAs in initial teacher education (ITE) through policy borrowing from the USA. The paper synthesises critiques of the edTPA (USA) from research literature and considers the implications of TPAs in the Australian context. Findings The TPA impacts the focus of pre-service teacher practicum teaching, and pedagogy and curriculum in ITE education. The TPA could be used to...
Producing Pleasure in the Contemporary University, 2017
Higher education institutions comprise entangled assemblages of bodies, material objects, discour... more Higher education institutions comprise entangled assemblages of bodies, material objects, discourses, spaces and diverse technologies. These entanglements are affective intensities that manifest embodied prepersonal relationality. As a prepersonal construct, affect is the social, physical and emotion change, or variation that is co-produced when assemblages of bodies and objects contact (see Coleman, 2005).
This article illustrates how schooling Innovative Learning Environments (ILE) deploy a future-foc... more 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 imagina...
Innovative Learning Environments (ILEs) with their origins in OECD literature, propose to revolut... more Innovative Learning Environments (ILEs) with their origins in OECD literature, propose to revolutionise education as we know it. ILEs draw on a large body of literature: constructivist learning theory; distributed leadership; personalised 21 st century learning; blended learning (digital); and, future-focused education. Despite an increasing body of research in the area, there appears to be confusion around the concept of ILEs in Aotearoa/New Zealand schools. This article reports on survey research with 126 questionnaire respondents. These principals and teachers, drawn from a random sample of New Zealand schools, commented on the implications of ILEs for teaching and learning in their contexts. This article explores the theoretical and philosophical resources that educators bring to this concept and its implications for their practice. Five themes regarding ILEs emerged from the responses: lack of clarity; we do it already, the significance of material spaces; pedagogical implicati...
It is not difficult to start a conversation about the objects of matrilineal nurture and care acr... more It is not difficult to start a conversation about the objects of matrilineal nurture and care across generations of women. Invariably we find that most people have "a something" or even "a non-thing." It may be a photograph, an object, or a story. Or it might be a heart-felt absence that traces the connections and disconnections of the matrilineal line. Storied objects are often from the home: domestic tools, trinkets or "tat." They are not necessarily of any great monetary value; rather they are objects laden with personal imagery and the "fragrances" of the past. Historian Ludmilla Jordanova writes of what she calls the "perfumes" that inspire historians. Persistent and complex, these perfumes evoke emotional responses: "They infuse everything historians do" (Jordanova 34). Taking up this notion of the perfumes of history, we imagine the fragrances of matrilineal care and nurture to be found in the objects, stories and ph...
Snapchat is one of the most popular social media applications among Australian young people. Its ... more Snapchat is one of the most popular social media applications among Australian young people. Its global impact has grown rapidly in recent years. Reported is a mixed methods case study located in New South Wales schools. An online survey was conducted with education practitioners to enquire into their experiences of Snapchat in their school settings. The researchers used survey responses and comments from follow up interviews to consider how networked affect is enacted through Snapchat. Networked affect can be seen as a visceral movement of emotion through the intra-action of social media and human bodies. Both corporeal affect and Snapchat have received increased attention by researchers over the last five years although little has been written to link the two. We highlight the importance of reading the affective social impact of Snapchat use among young people and the potential of looking beyond its abuses to the affordances of the application.
International Journal of Qualitative Studies in Education, 2021
Gendered power relations and cyber-objectification can be produced through Snapchat in schooling ... more 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 texts, images and videos and are normalised through the gendered material-discursive relations in schools. Through making new material entanglements visible, the subtle sexist practices associated with misogyny in schools can be surfaced and recognised. Explicit critiques of misogyny are required to support gender equity in schools. This article contributes to the literature both as new material school-based research, and as an exploration of the gendered implications of Snapchat technology use among young people. It addresses the need to challenge masculine sexual entitlement, both online and in schools.
Little has been written about the impact of ephemeral messaging technologies such as Snapchat, Wi... more Little has been written about the impact of ephemeral messaging technologies such as Snapchat, Wickr and iDelete on learner identities. The authors explore how disappearing social media may enable young people to take up a range of discourses and demonstrate discursive agency in ways that support social mobility through shifting relationships with their peers. Much of this unfolds through the transmission of digital images that promote social flexibility. The visibility, of seeing and being seen, demonstrates a Foucauldian ‘gaze’ where power plays out through the capacity to be visible and recognisable to others and specific practices (e.g. selfies) become normalised. Social media technologies furnish emergent spaces for underlife activity that foster this gaze. Taking up the Foucault’s concept of subjectivities as discursively constituted identity categories, the authors explore the relationship between disappearing media and youth identities.
Post-Qualitative Research and Innovative Methodologies, 2020
Drawing from the Foucauldian concept of`heterotopologyof`heterotopology', this chapter provides a... more Drawing from the Foucauldian concept of`heterotopologyof`heterotopology', this chapter provides a spatio-temporal approach to research in Education contexts. Heterotopias are liminal spaces, portable territories that can be conceived of as 'other'. First introduced by Foucault in his 1966 book 'The Order of Things: An Archaeology of the Human Sciences', heterotopias provide a rich framework to query the politics of extraterritoriality in Educational spaces. In this chapter we offer an application of Foucault's six heterotopic principles as a disruptive methodology. We present two graphic organizers: the first listing pertinent authors and linking their fields of Education research and the second outlining the six different heterotopic principles. These may serve as points of departure to recognize and leverage non-normative possibilities in Education spaces.
Across Organisation for Economic Cooperation and Development countries there is a systematic rese... more Across Organisation for Economic Cooperation and Development countries there is a systematic research and policy impetus for continuous schooling engagement with digital technologies, improvement agendas and the commensurate redesign of educational spaces (OECD, 2013). The current epoch marks a transformation between what has been termed the industrial society and the knowledge age. In this article we consider implications of the shifting currents in globalised societies for school practitioners and how moves to Innovative Learning Environments (ILEs) (also called new generation learning environments (Imms, Cleveland & Fisher, 2016) may require close attention if the potential of spatialised practice is to be realised. Innovative learning environments are new generation schooling contexts where space and objects influence and produce spatialised practice. Spatialised practice, in this context, is indicative of a re-examination of classroom relationality. Moreover, it is an embrace of the fluid and flexible redesign of learning spaces alongside ongoing evaluation and reconsideration of curriculum, pedagogy and assessment (Blackmore et al., 2011b). Within ILEs, an engagement with spatialised practice can afford learner agency. Massey (2005) makes three propositions about space, that it is a product of interrelations, a sphere of coexisting heterogeneity and multiplicity, and always in process and under construction. Deploying Massey's (2005) three dimensions of space, we consider spatialised relations in schooling settings. Principal interview data is used to illustrate aspects of spatialised practice.
Our edited book centers around the under-theorised area of the age of the anthropocene: considere... more Our edited book centers around the under-theorised area of the age of the anthropocene: considered as a critical epoch where social sciences and humanities converge in global environmental change research. On the one hand, we would like to explore the magnitude of continuities and changes in relation to specific paradigms of educational research under the age of the anthropocene. And on the other, we also would like to investigate the impact of educational research paradigms — undoubtedly an anthropocentric activity — on our planet broadly defined in the age of the anthropocene as the dynamic interaction of human society and environment.
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