- Rozelle, New South Wales, Australia
Constance Ellwood
University of Melbourne, School of languages and linguistics, Department Member
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ABSTRACT
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ABSTRACT
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... my fellow post-graduates in Room 5.570: Hamad Al Alawi, Faiza Al Raisi, Anita Devos, Usa Noytim, Emi Otsuji, Kelvin Tang, Sumiko Taniguchi - and to my daughter, Ella Ellwood-Shoesmith; for funding for the laptop, thanks to Jirí ...
ABSTRACT
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Abstract This article attempts to hold thought open in a textual space that often forecloses thought. The authors present arguments but work them through poetry, memoir, pictures, and exposition. They frame this work in particular as an... more
Abstract This article attempts to hold thought open in a textual space that often forecloses thought. The authors present arguments but work them through poetry, memoir, pictures, and exposition. They frame this work in particular as an improvisation around—and intervention into—more familiar practices of collective biography, narrative, and art therapies and situate it as a new pedagogy for collective academic practice. The article emerged from a project in which the authors produced an aesthetic practice and attempted an ethics of ...
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In this article, I explore issues of sexuality and reflexivity in language education research practices by revisiting a section of an interview between myself as researcher and a student research participant. The research interview was... more
In this article, I explore issues of sexuality and reflexivity in language education research practices by revisiting a section of an interview between myself as researcher and a student research participant. The research interview was from a larger ethnographic study on cultural ...
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In this paper the authors seek to contribute to a new ontology of an embodied, desiring subject through an exploration of their own subjectivities and of the ways in which subjectivities are produced and transformed through affective... more
In this paper the authors seek to contribute to a new ontology of an embodied, desiring subject through an exploration of their own subjectivities and of the ways in which subjectivities are produced and transformed through affective attachments to place. Using the method of collective biography (Davies, Gannon 2006) and drawing on Deleuze and Guattari’s concepts of desire and territorialization they examine their affective responses and attachments to place: Australia and the Czech Republic. As a point of departure for their analysis, the authors ask: What does it mean to be homesick for a place which is not one’s home? What does it mean to desire a place? What of the other place is inscribed in the body? In asking this, the authors show the extent to which place is a zone of immanence in which a continual play of de- and re-territorialization occurs.
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Pedagogical Encounters demonstrates how learning spaces that are ethical, responsive, and transformable can enable students and teachers to open toward new ways of being in the world. Through collective biography, ethnography, and arts... more
Pedagogical Encounters demonstrates how learning spaces that are ethical, responsive, and transformable can enable students and teachers to open toward new ways of being in the world. Through collective biography, ethnography, and arts based research, the authors (educators with experience in diverse settings) generate rich descriptions of classroom practices, and elaborate and clarify new theoretical concepts through their discussion in relation to specific sites of teaching and learning.
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... and the transcriptions were used for dis-course analysis, drawing on conversation analysis and ... of these two groups of learners, we aim to comment on learners' varying perceptions of ... FINDINGS: TEACHERS'... more
... and the transcriptions were used for dis-course analysis, drawing on conversation analysis and ... of these two groups of learners, we aim to comment on learners' varying perceptions of ... FINDINGS: TEACHERS' EXPECTATIONS FOR SPEECH IN AUSTRALIAN CLASSROOMS ...
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... my fellow post-graduates in Room 5.570: Hamad Al Alawi, Faiza Al Raisi, Anita Devos, Usa Noytim, Emi Otsuji, Kelvin Tang, Sumiko Taniguchi - and to my daughter, Ella Ellwood-Shoesmith; for funding for the laptop, thanks to Jirí ...
ABSTRACT
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The advent of integration as a feature of contemporary medical curricula can be seen as an advantage for the medical humanities in that it provides a clear implementation strategy for the inclusion of medical humanities content and/or... more
The advent of integration as a feature of contemporary medical curricula can be seen as an advantage for the medical humanities in that it provides a clear implementation strategy for the inclusion of medical humanities content and/or perspectives, while also making its relevance to medical education more apparent. This paper discusses an example of integration of humanities content into a graduate medical course, raises questions about the desirability of an exclusively integrated approach, and argues for the value of retaining a discrete and coherent disciplinary presence for the medical humanities in medical curricula.
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ABSTRACT
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ABSTRACT This study explores the micro-level processes sustaining hostile workplace behaviour at the level of interactions between targets and actors. Drawing on Weick's [1995. Sensemaking in Organizations. Thousand Oaks, CA:... more
ABSTRACT This study explores the micro-level processes sustaining hostile workplace behaviour at the level of interactions between targets and actors. Drawing on Weick's [1995. Sensemaking in Organizations. Thousand Oaks, CA: Sage] sensemaking theory, the study examined how targets and actors of workplace bullying made sense of each other's behaviours during first occasions of hostility. An analysis of collective biography stories of hostility in academia showed that targets experienced destabilisation of identity, positioned actors as arbiters of adequacy, and engaged in self-undermining. Actors' stories revealed not only moral condemnation of targets, failure to recognise the injury caused, but also precarious emotions, which could have subverted harmful behaviours. Based on these findings, the authors argue that understanding target and actor sensemaking is vital since it appears to contribute to power differentials between the parties from the very onset of hostility, thus allowing it to escalate. The implications for the development of a sensemaking approach to workplace bullying and organisational intervention are discussed.
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The article discusses relationships between codeswitching and identities in classroom peer group talk among students from a variety of Asian and European backgrounds who were studying English in Australia.1 The article focusses on talk... more
The article discusses relationships between codeswitching and identities in classroom peer group talk among students from a variety of Asian and European backgrounds who were studying English in Australia.1 The article focusses on talk that, in being concealed from the teacher through codeswitching, allows expression of identities that are not normally acknowledged in the classroom. Three main acts of identity were in evidence in the codeswitching data. In the first, students expressed frustration with their own ignorance and demonstrated a desire to align or realign with the task. The second occurred when students were critical of the teacher's methods, choice of topics, or knowledge. The third was related to the desire to become a global, international person. Other, more idiosyncratic identities were also in evidence. Awareness of the variety of uses of codeswitching can draw teachers' attention to the relevance of student identity concerns in contemporary classrooms.
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A major strength of qualitative research is its capacity to re-theorise a particular field through examining the discursive constructions that underpin a particular body of research. The empirical research literature construes student... more
A major strength of qualitative research is its capacity to re-theorise a particular field through examining the discursive constructions that underpin a particular body of research. The empirical research literature construes student violence generally, but bullying in particular, as a psychosocial problem arising from individual and family pathologies. In this article, drawing on the work of Foucault and Butler, we engage in a discursive analysis of the bullying discourse as it appears in the literature and in teachers' and students' commentaries on incidents of bullying. A discursive analysis enables us to ask whether there is some limitation or inherent problem in the conceptual configuration of the field, and to ask how else the problem might be understood. We begin that discursive work in order to open up new ways of thinking about, and acting in relation to, school violence.
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In this article, I explore issues of sexuality and reflexivity in language education research practices by revisiting a section of an interview between myself as researcher and a student research participant. The research interview was... more
In this article, I explore issues of sexuality and reflexivity in language education research practices by revisiting a section of an interview between myself as researcher and a student research participant. The research interview was from a larger ethnographic study on cultural ...