Past the Posts? Post-inquiry in the Post-truth Era

18 – 19 July 2017
9.00 am to 4.00 pm
Burwood Corporate Centre

Sponsored by Research for Educational Impact (REDI) in conjunction with the Children, Young People and their Community (CYPC) Research Group.

Event details

Amidst imperatives for measurements of research impact, a ‘post-truth’ era has simultaneously been declared. The proliferation of ‘posts’ in empirical inquiry has changed what it means to think, feel and do education research, while ‘post-truth’ politics has raised other questions about what we do as researchers and why.

These posts are theoretically complex, contentious and at times contradictory with unpredictable effects. There is a lack of agreement in how they might best be appropriated within education research.

In the current climate of research inter-disciplinarity and new ways of thinking about the posts, questions of incommensurability in relation to matters of ontology and epistemology are ever-present.

Featuring Dan Goodley (The University of Sheffield), Mindy Blaise (Victoria University) and Gabrielle Fletcher (Deakin University) this conference engages in the research provocations we encounter as educational researchers when we seek to engage with the posts. It takes a broad view of what constitutes post-inquiry and how it might be understood and creatively taken up.

Download the conference program (78.7 KB)

Keynote speakers

Professor Dan Goodley, The University of Sheffield

Dan Goodley

Dan Goodley is Professor of Disability Studies and Education at the University of Sheffield. Dan is interested in theorising and challenging the conditions of disablism (the social, political, cultural and psycho-emotional exclusion of people with physical, sensory and/or cognitive impairments) and ableism (the contemporary ideals on which the able, autonomous, productive citizen is based). 

Recent work includes Disability Studies, Human Activism and DisHuman.

Disability and the Posthuman (After Brexit & Trump)
We are living in difficult times. One feels light-headed even trying to decipher the actualities of the global political system and cultural order in light of the traumatic events of Brexit and the President Elect Trump. 

One trope that needs to be carefully dissected is the play and presence of ableism as a logical conclusion of neoliberalism. The concept of neoliberal-ableism is one that one of us (Goodley, 2014) has recently coined to capture the elision of key tenets of both processes that emphasise self-containment, autonomy and independence. 

Such ideas were key to the Trump and Brexit campaigns and now leave us in a dangerous space of isolationism. 

Recently, Cornell West has argued that Trump’s election signals the end of American neoliberalism. However, our own sense is that his triumph (and Brexit too) hails in a new kind of neoliberalism; one associated with the rolling out of ableist ideals. And while West might be correct in predicting the death of some elements of late capitalism, we know from history that ability and disability – or dis/ability – are used to restructure political orders. 

In this paper I will consider the rise of neoliberal-ableism as a key guiding ideology of both Brexit and Trump supporters and ask: what does this mean for disabled people?

After considering these two historical events, we will think of the future and consider some of the ways in which we may respond and resist. This will lead us to the posthuman politics of disabled people – exemplified through the stories on – where we reach out for moments of interdependence, assemblage and interconnection that might re-energise our communities in these difficult times.

Mindy Blaise, Victoria University

Mindy BlaiseMindy Blaise is Discipline Group Leader, Early Childhood and Director, Research in the College of Arts & Education at Victoria University. 

Mindy began her career in education as a kindergarten teacher in the United States. She has worked in American, Australian, and Hong Kong universities. Mindy’s scholarship relates to engaging with ‘postdevelopmentalism' and post empiricism to reconfigure early childhood research, teaching, and curriculum. A large part of this work involves ‘grappling-with’ feminist practices that are useful for interrupting the notion of the developmental child.

Mindy is a founding member and principal researcher of the Common World Childhoods Research Collective that promotes interdisciplinary research that focuses upon more-than-human childhood relations and pedagogies.

Mindy publishes across both early childhood education and gender studies. Her book, Playing it Straight! Uncovering Gender Discourses in an Early Childhood Classroom (Routledge) brings together feminism, queer theory, and early childhood to rethink childhood, teaching, and learning. 

Her most recent book, The SAGE Handbook of Play and Learning was co-edited with Liz Brooker and Susan Edwards and showcases how postdevelopmentalism is taken up in early childhood.

Moving-with: Activating Feminist Politics and Practices in the Early Years

This presentation draws from a multisensory and affect focused multispecies ethnography with young children as they go ‘out and about’ encountering the common world they share with significant others (see; Blaise, Hamm, Iorio, 2017). Rather than reducing movement to displacement, movement is considered crucial to understanding the complex relationship between the actual and the virtual (Bergson, as cited in Manning, 2014). I will focus on moving-with to show how this concept activates a set of techniques that early childhood teachers can mobilize for experimentation that bring together thinking and doing in productive ways (Manning, 2012).

Moving-with bark, or bark movements, will highlight how new forms of collaboration are conceived between bark, dogs, and children. Examples of various moving-with techniques (i.e., movement-forming, movement around, movement stilling, movement moving) are presented (Manning, 2012; 2014) and show what a feminist politics of movement might do for the Eucalyptus tree, domesticated dog, and the gendered girl child. I conclude by raising questions about the usefulness of thinking through movement and moving-with and how it can alter the force of thought and practice in early childhood education. In other words, how might (or can) it make impact in early childhood education?

Gabrielle Fletcher, Deakin University

Gabrielle Fletcher is a Gundungurra woman from the Blue Mountains of New South Wales. She is an Associate Professor in Indigenous Studies at the Institute of Koorie Education Deakin University. She has previously worked within Indigenous spaces at the University of Newcastle; Macquarie University and Curtin University, and has a background in Critical and Cultural Studies, Indigenous Studies and Creative Writing. Her work examines Indigenous authenticity in post-colonial spaces, mobilising ficto-criticism and creative non-fiction as strategies of encounter. She is grounded by her experience in Indigenous community and the responsibilities of remembering.

Being Post-Colonial: The Time after Trousers
Undressing Truths and Re-writing Lies – Aboriginal Self Redacted|Enacted


Day 1 - Tuesday 18 July

9.00am: Registration

Foyer, Burwood Conference Centre

9.30am: Conference opening

North 1, Burwood Conference Centre

Amanda Keddie, Deakin University

9.45am: Keynote address

North 1, Burwood Conference Centre

Mindy Blaise, Victoria University

Moving-with: Activating feminist politics and practices in the early years

10.45am: Morning tea

Foyer, Burwood Conference Centre

11.15am: Concurrent paper sessions

North 1North 2

Paper 1: Datafying the teaching profession: (Re)making the professional teacher in the image of data, Steven Lewis and Jessica Holloway, Deakin University

Paper 1: Attending to the wince: resisting persistent sexist and ableist metaphor in education research, Ben Whitburn and Lucinda McKnight, Deakin University

Paper 2: Post-truth, authority and expertise: the ‘uneducated’ and the question of knowing, Jessica Gerrard, University of Melbourne

Paper 2: Exploring ethical space in the play of children’s traditional games: a post-humanist view, Ririn Yuniasih. Monash University

Paper 3: “Are these youths the hope of Indonesian future?”: An inquiry on youth identities, politics, and new media post-gubernatorial election, Agus Mutohar and Tubagus Muhammad Septian Putra, Monash University

Paper 3: Posthuman or post-truth? Climate as entanglement, Blanche Verlie, Monash University

Provocateur: Jill Blackmore, Deakin University

Provocateur: Mindy Blaise, Victoria University

1.15pm: Lunch


2.00pm: Keynote address

North 1

Gabrielle Fletcher, Deakin University

Being Post-Colonial: The Time after Trousers

Undressing Truths and Re-writing Lies – Aboriginal Self Redacted | Enacted

3.00pm: Afternoon tea

3.15pm: Symposium

North 1

Affective Exclusions: Methodological Amplifications and (Im)Possibilities for Inclusive Education

Leanne Coll, Eve Mayes, Kim Davies, Ben Whitburn, Matthew Thomas and Tim Corcoran (Diversity Impacts and Alliances Research Team), Deakin University

Provocateur: Roger Slee, University of South Australia

4.45pm: Close of Day 1

Day 2 - Wednesday 19 July

9.00am: Keynote address

North 1, Level 2

Dan Goodley, University of Sheffield

Disability and the Posthuman (after Brexit & Trump)

10.00am: Morning tea


10.30am: Concurrent sessions

Paper session:Workshop:

Paper 1: Post-phenomenology and educational research. A reflection, Edwin Creely, Monash University

Posterior Potentialities: Getting back to form and function

Paper 2: Statistical comparisons of self-report measures in post-modernistic psychology, Dominic Hosemans, Monash University

(Max 8 participants – registration required)

Provocateur: Tim Corcoran, Deakin University

Facilitator: Gary Levy, Deakin University

12.00pm: Lunch


12.45pm: Symposium

North 1

Passing the Posts without a leg to stand on: Dis/ability, other than normal truths, and becoming more and less human

Paper 1: Self-Ruination: Who do you think you are? Meets Graham …, Kim Davies, Deakin University

Paper 2: Inclusive Education, Critical Disability Studies and onto-epistemologies of difference, Ben Whitburn, Deakin University

Paper 3: Special Considerations – or are they?, Tim Corcoran, Deakin University

Provocateur: Dan Goodley, University of Sheffield

2.15pm: Provocation Q&A

North 1

What role can education and education research play in a post-neoliberal world?

Shaun Rawolle, Julian Sefton-Green, Catherine Beavis, Julianne Moss, Amanda Keddie, Jill Blackmore, Deakin University

3.15pm: Concurrent sessions

North 1 North 2

Fishing for the unanticipated …

In this unusual Q & A, panellists will be provoked to respond to queries and comments ‘fished’  from a pool collectively stocked by participants over the two days of the Conference. (Fishing rods, tackle and bait provided).

Workshop (repeat session):

Posterior Potentialities: Getting back to form and function

(Max 8 participants – registration required)

Facilitator: Gary Levy, Deakin University

4.45pm: Close of Day 2

Register your interest

Book your spot at this two-day event. Tickets are $20/day for Deakin students and $40/day for the general public.

register today

Key information

Date and time

Tuesday 18 – Wednesday 19 July 2017
9.00 am - 4.00 pm


Burwood Corporate Centre
Level 2, Building BC
221 Burwood Highway, Burwood