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CREFI Welcomes Dr Geoff Bright, from Manchester Metropolitan University, who is giving a presentation in March, 2013.
‘Place, ethnography and narrative’ - Dr. Geoff Bright, MMU with a Deakin panel Prof Deb. Verhoeven, Dr. Karen Charman and Assoc. Prof Julianne Moss; chair Assoc. Prof Mary Dixon
Dr. Geoff Bright Education and Social Science Research Institute, Manchester Metropolitan University, UK
Ghost stories and love songs? Spatialities of affect and the methodological implications for educational ethnography.
Date and Time: Monday 25th March 3-5 pm
Venue: Deakin Prime boardroom (Level 3, 550 Bourke Street, Melbourne) and videoconferenced to Burwood- N3.11; Warn Ponds- C1.08; Warrnambool-D230. Videoconfrence participants will need to dial CREFI VMP- 52239322
Contact: CREFI Coordinator, Lisa Angelini firstname.lastname@example.org for more information
Geoff’s paper will consider the methodological limits of educational ethnography's capacity to respond to the affective turn (Clough, 2007) in social theory. Recent important work in sociology of education (Reay, 2005; Shildrick et al 2009; Skeggs and Loveday, 2012; Taylor, 2012), geography (Mitchell, 2005; McDowell, 2008; Anderson, 2009), and critical psychology (Walkerdine and Jimenez, 2012; Wetherell, 2012), has called for a qualitative approach that can adequately apprehend the spatialised circulation and transmission of affect (Brennan, 2004), particularly as it relates to experiences of social class and education. In a discussion emerging from his own doctoral work with young work class people in a part of the former British coalfield, Geoff will ruminate on what an ethnography of education attuned to the "spatialities of feeling" (Thrift 2008) or the "structure of feeling" (Williams, 1975) of de-industrialised spaces, might look like. In doing so, he’ll work with Edensor's notion of the "industrial ruin" (Edensor, 2005) and explore the textual and representational challenge that it poses. The paper will conclude by considering the potential fruitfulness of two different trajectories for educational ethnography after the affective turn: first, that it seeks to describe the lived, psychosocial economies of “affective practice” (Wetherell, 2012) or, second, that it aims, rather, to amplify what Kathleen Stewart has recently called "atmospheric attunements" to "ordinary affects" (Stewart, 2007 and 2010 respectively) through a "ficto-critical" poetics that roams “from one texted genre to another - romantic, realist, historical, fantastic, sociological, surreal" (Stewart, 1996, 210). The discussion will be illustrated with examples - the “ghost stories and love songs” of the title - from Geoff’s own ethnography.
Dr. Geoff Bright is a researcher in the Education and Social Research Institute. Last year, he co-ordinated Space, Place and Social Justice in Education International Seminar at the Institute . He is Network Co-ordinator: Ethnography Network of the European Education Research Association. He is Associate Editor, Practitioner Research: International Journal on School Disaffection. His most recent publication is: Bright, N.G. 2012. '"Sticking together!" Policy activism from within a former UK coal-mining community'. In Journal of Education Administration and History. 44:3. 1-16 and he has forthcoming Bright, N. Geoffrey, Youth and Educational Disaffection in an English Coal-Mining Community: an intergenerational ethnography, London: Tufnell Press.
CREFI welcomed Dr John Yandell, from University of London, who is gave two presentations in February, 2013.
Friday 22 February 2013 10.00am-2.00pm
Deakin Prime Level 3, 550 Bourke Street Melbourne
The assumption that underpins much of the standards-based reforms in education is that learning is linear and easily measurable, that it happens inside the heads of individual learners and that knowledge is a commodity to be transmitted from teacher to learner. All of these assumptions are questionable, to say the least, and one way of opening up a serious debate about learning is by looking closely at what happens in classrooms. What might be involved in such a project? What theoretical understandings might be implicated in interpreting the work that is accomplished in classrooms? And how might such perspectives complicate the formation of teachers in an era of standards-based reforms? To open up these questions, John will present video footage of part of an English lesson in an inner London secondary school, where students are working on Shakespeare’s Richard III. He will also talk about the effect of sharing this footage with student teachers as part of their introduction to classroom observation.
Embodied meanings: the cultural productivity of school students
Tuesday 26 February 2013 10.00am-2.00pm
Deakin Prime Level 3, 550 Bourke Street Melbourne
Please RSVP to email@example.com by Wednesday 20 February 2013
What is involved in researching the literacy practices that are enacted in a multicultural London school? What does it mean to participate in such research? Using research data from digital videotape, this session will bring a multimodal approach to bear on the exploration of how literature is read collectively in the classroom, and how teachers encourage the active, embodied reading of these literary texts. John will argue that an adequate account of reading, of pedagogy and of learning within the secondary English classroom needs to be attentive to the multimodal work that goes on in them, and that such work is not adequately represented in the standards-based discourse of policy. He will also explore something of the ways in which his own research is situated in particular histories and relationships.
John Yandell is the editor of the journal Changing English: Studies in Culture and Education. Hetaught in inner London secondary schools for twenty years before moving to the Institute of Education, University of London, where for the past nine years he has led the Secondary English and English with Drama PGCE course. He also teaches on a range of Master’s programmes and is the joint leader of the MA in English Education. Recent publications include Critical Practice in Teacher Education: a study of professional learning, which he co-edited with Ruth Heilbronn, as well as papers in British Educational Research Journal, Visual Communication, Changing English, Cambridge Journal of Education, Literacy and English Teaching: Practice and Critique. He edited Socialist Teacher for twelve years and contributes regularly to Education for Liberation.