University of Newcastle

Faculty Member, School of Education

Senior Lecturer in Curriculum Studies

About

My scholarly work, drawing on poststructural and postcolonial theory, is located in the international and interdisciplinary field of (post)reconceptualist curriculum studies. My main research interests include:

    * History Education: particularly history teaching, postmodern historical and political consciousness, and the problem of the nation; postmodern philosophy of history, historical representation, and the history wars; and historiography, hermeneutics, and history teacher education;

    * Curriculum Inquiry: particularly the interplay and collision of contemporary and historical curriculum theories, philosophies, ideologies and discourses; as well as curriculum politics and the problem of representation, legitimation, and authority;

    * Pedagogy Studies: with a focus on disciplines, meta-disciplinarity, signature pedagogies, and agency; and pedagogy as bildung (or the social and political practice of self-cultivation).

I am the author of "Interrupting History: Rethinking History Curriculum after 'The End of History'", a  book that re-examines the nature of the alleged 'threat' to history posed by postmodernism, and explores the implications of postmodern social theory for history as curriculum; and I am co-editor of "Re-Theorizing Discipline in Education: Problems, Politics, & Possibilities" in which my individual contribution explored the complex relationship between discipline, desire, and self-formation in the context of the martial arts dojo.

I am currently engaged in a funded collective biography project that is examining the impact of the enterprise university's audit culture upon the pedagogical imagination and lived experience of 'radical' tertiary social science educators; and working on a book with Eva Petersen that will explore Poststructuralism as pedagogy and methodology.

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