This article presents a case study of successful research capacity building in the field of early childhood education in a non-research intensive, regional Australian university. In a context characterised by substantial political, economic and structural constraints, it illustrates a creative, strategic, and to some extent, transgressive approach to research capacity building inspired, in part, by concepts proffered by social theorist Gilles Deleuze.

Around the globe people are confronted daily with intransigent problems of space and place. Educators have historically called for place-based or place-conscious education to introduce pedagogies that will address such questions as how to develop sustainable communities and places. These calls for place-conscious education have included liberal humanist approaches that evolved from the work of Wendell Berry (Ball & Lai, 2006) and critical place-based approaches such as those advocated by David Gruenewald (e.g. Gruenewald, 2003a, 2003b). In this paper I will (...) propose a reconceptualized framework of place as a pedagogical practice that draws on contemporary feminist poststructural and postcolonial philosophies as a basis for an alternative place pedagogy for 'global contemporaneity' (Carter, 2006, p. 683). Within this reconceptualized concept of place I will outline three key principles for a reconceptualised place pedagogy: our relationship to place is constituted in stories and other representations; place learning is local and embodied; and deep place learning occurs in a contact zone of contestation. These principles give rise to new emergent arts-based methodologies for developing and practising place-responsive pedagogies. (shrink)

Around the globe people are confronted daily with intransigent problems of space and place. Educators have historically called for place‐based or place‐conscious education to introduce pedagogies that will address such questions as how to develop sustainable communities and places. These calls for place‐conscious education have included liberal humanist approaches that evolved from the work of Wendell Berry (Ball & Lai, 2006) and critical place‐based approaches such as those advocated by David Gruenewald (e.g. Gruenewald, 2003a, 2003b). In this paper I will (...) propose a reconceptualized framework of place as a pedagogical practice that draws on contemporary feminist poststructural and postcolonial philosophies as a basis for an alternative place pedagogy for ‘global contemporaneity’ (Carter, 2006, p. 683). Within this reconceptualized concept of place I will outline three key principles for a reconceptualised place pedagogy: our relationship to place is constituted in stories and other representations; place learning is local and embodied; and deep place learning occurs o in a contact zone of contestation. These principles give rise to new emergent arts‐based methodologies for developing and practising place‐responsive pedagogies. (shrink)

Underlying the recent focus on embodied and interactive aspects of social understanding are several intuitions about what roles the body, interaction processes, and interpersonal experience play. In this paper, we introduce a systematic, hands-on method for investigating the experience of interacting and its role in intersubjectivity. Special about this method is that it starts from the idea that researchers of social understanding are themselves one of the best tools for their own investigations. The method provides ways for researchers to calibrate (...) and to trust themselves as sophisticated instruments to help generate novel insights into human interactive experience. We present the basics of the method, and two empirical studies. The first is a video-study on autism, which shows greater refinement in the way people with autism embody their social interactions than previously thought. The second is a study of thinking in live interactions, which provides insight into the common feeling that too much thinking can hamper interaction, and into how this kind of interactional awkwardness might be unblocked. (shrink)

In what is called the ‘geographic turn’ in contemporary philosophy, David Hume appears not only as a pioneer in using geographic metaphors to describe thinking but also his immanent empiricism had a decisive influence in Deleuze’s work. The aim of this paper is to advance in this double register and to present the geographic metaphors used by Hume to characterize his science of human nature or true philosophy, viz., the sceptic voyage, the conquest of the capital and mental geography.

This article examines how women’s and gender-equality issues form part of social movement organizations’ ideological framing and discusses how this tendency is mirrored in discourses at European and nation-state levels. Focusing on one of Western Europe’s few non-EU member countries, the article compares how two Norwegian social movement organizations draw on gender issues in their argumentation. The analysis is empirically based on written material produced by the organizations and takes recourse in a feminist methodological approach rooted in the tradition of (...) discourse analysis. The analysis suggests that gender-related issues discussed by the organizations are coloured by an implicit North–South hierarchy which frames some areas, nations and cultures as more gender-equal and women-friendly than others. By drawing on notions conceptualized by Nira Yuval-Davis, it is argued that social movement organizations’ tendency to frame women’s issues and gender-equality in a way that implicitly marks and maintains symbolic boundaries between North and South is coloured by a ‘politics of belonging’ at the macro-level. The final discussion suggests some of the ways in which it may be problematic to see Nordic gender-equality traditions and current EU initiatives as universal solutions that fit all women living in Europe. (shrink)