Dr Kim Davies

STAFF PROFILE

Position

Lecturer in Education (Inclusive Education)

Faculty

Faculty of Arts and Education

Department

School of Education

Campus

Melbourne Burwood Campus

Qualifications

Doctor of Philosophy, University of Queensland, 2016
Bachelor of Education (First Class Honours), University of Queensland, 2004
Graduate Diploma in Teaching (Primary), Brisbane College of Adv. Edu., 1990
Bachelor of Social Work, University of Queensland, 1987

Contact

kim.davies@deakin.edu.au
+61 3 924 46271

Biography

I have graduate and postgraduate qualifications in social work and education and have worked extensively as a professional in both these fields, primarily in public sector positions with the Department of Social Security (Centrelink) and The Queensland Department of Education (Education Queensland). In my work as a social worker, teacher and teaching Principal, I worked in metropolitan, regional and rural/remote locations, within and across diverse communities.

Before joining the School of Education at Deakin University in 2016, I worked as an academic with the School of Education at The University of Queensland and with the Faculty of Education at Monash University.

My (first class) honours research focused on the relationships between teacher beliefs and teacher practice while my PhD represents a sociocultural history of the diagnosis of 'Asperger's Syndrome'.

My current research focuses on the take-up of psy discourses in schooling, especially as they effect policy, teacher practice and 'risk management',  the effects of diagnosis and the Diagnostic Chronotope (Davies, 2016) on teacher education and teacher and learner subjectivities, as well as the impacts of the cerebralisation of 'ability' and personhood, or what I refer to as the ideology of brainism, on curriculum, pedagogy and the politics of educational exclusion. Following Rose (1999), I consider the present "as an array of problems and questions, an actuality to be acted upon ... to be made amenable to action by the action of thought (11)".

My enduring curiosity is to understand the effects of what 'we' think 'we' know about 'self', 'other/s' and our (?) world/s, on who 'we' think 'we' are, what 'we' think 'we' are capable of and how 'we' should/could live together. I am interested in the relational co-constitution of persons, groups and societies, given our mutually contingent foundations (Butler, 1990; Harraway, 2003) and our ontological indeterminancy (Lather, 2016). I draw widely and deeply from a range of theoretical and disciplinary resources and bring them to bear in interesting and innovative ways on the matters of education.

Part of my ongoing project is learning how to productively embrace the existential unfinalisability (Bakhtin, 1993)  and unresolved becoming within multiple, contested and shifting arenas of constraint, that flow from epistemological and ontological uncertainty. To me, these efforts are beyond scholarly. They require an ethics of hospitable encounter (Derrida, 2005),  negotiating ways of affording every body liveable lives (Butler, 2004) even if this may involve the necesary precarity of perpetual thresholds.

Read more on Kim's profile

Biography summary

I am an experienced teacher and teacher educator whose scholarship concerns dis/ability studies and inclusive education. I have a special interest in autism.

Teaching interests

Diversity

Difference

Dis/ability

Inclusive education - Curricula and Pedagogies

Autism

Educational exclusion

The sociocultural politics of schooling

Dialogism and Bakhtinian informed pedagogies

Knowledge areas

Dis/ability Studies in Education

Autism Studies

Inclusive Education

Inclusive  Curricula and Pedagogies

Educational Exclusion

University-School-Community Partnerships

Teacher Education

Bakhtin

Dialogism

Dialogical Pedagogy

Publications

Filter by

2021

Earth unbound: Climate change, activism and justice

M Lobo, L Bedford, R Bellingham, K Davies, A Halafoff, E Mayes, B Sutton, A Walsh, S Stein, C Lucas

(2021), Vol. 53, pp. 1491-1508, Educational Philosophy and Theory, C1

journal article
2020

Who's talking? (and what does it mean for 'us'?): Provocations for beyond Humanist dialogic pedagogies

Kim Davies, Peter Renshaw

(2020), Vol. 8, pp. 38-49, The Routledge international handbook of research on dialogic education, London, Eng., B1

book chapter
2018

Going 'off grid': a mother's account of refusing disability

K Davies

(2018), pp. 71-79, The palgrave handbook of disabled children's childhood studies, London, Eng., B1

book chapter

Being aspie or having Asperger Syndrome: learning and the dialogical self at WrongPlanet.net

Kim Davies, Peter Renshaw

(2018), pp. 393-417, The interplays between dialogical learning and dialogical self, Charlotte, N. C., B1

book chapter
2016

How Rude? Autism as a Study in Ability

Kim Davies

(2016), pp. 132-145, Re-thinking autism: Diagnosis, identity and equality, London, Eng., B1

book chapter
2015

A troubled identity: putting Butler to work on the comings and goings of Asperger's Syndrome

Kim Davies

(2015), Vol. 3, pp. 197-214, Disability studies: educating for inclusion, Rotterdam, The Netherlands, B1

book chapter

Funded Projects at Deakin

Other Public Sector Funding

National Exceptional Teachers for Disadvantaged Schools program (NETDS)

Prof Dianne Toe, Dr Lynette Longaretti, Dr Julie Arnold, Dr Kim Davies

Department of Education and Training Victoria

  • 2018: $71,000

Deakin University - Professional Learning and Best Practice Resources to Support Differentiated Play-Based / Inquiry Learning for Foundation Teachers 2021.

Prof Andrea Nolan, Prof Louise Paatsch, A/Prof Anne-Marie Morrissey, A/Prof Liz Rouse, Dr Virginia Kinnear, Dr Natalie Robertson, Ms Naomi David, Dr Kim Davies, Dr Deb Moore

DETVic Grant - Research - Department of Education and Training Victoria

  • 2021: $240,442

Industry and Other Funding

Paid Non-local Study Leave Scheme (Australia) in the 2017/18 School Year

A/Prof Tim Corcoran, Prof Julianne Moss, Prof Louise Paatsch, Prof Dianne Toe, Dr Ben Whitburn, Dr Maria Nicholas, Dr Kim Davies, Dr Claire Spicer, Prof Christine Ure, Dr Joanne Quick

Education Bureau The Government of the Hong Kong Special Administrative Region

  • 2018: $160,522

Critical Thinking (CT) Skills in Thai Universities: Scrutinising implementational Challenges.

Dr Kim Davies, Dr Hossein Shokouhi, A/Prof Indika Liyanage, Dr Mark Rahimi

Khon Kaen University

  • 2019: $61,150

Critical Thinking Skills in Thai Universities - II: Scrutinising Implementation Challenges.

Dr Kim Davies, Dr Hossein Shokouhi, A/Prof Indika Liyanage, Dr Mark Rahimi

Khon Kaen University

  • 2020: $116,698

Critical Thinking Skills in Thai Universities (On-line Delivery): Scrutinising Implementation Challenges - III

Dr Kim Davies, Dr Elham Mohammadi, A/Prof Indika Liyanage

Khon Kaen University

  • 2021: $42,000

Supervisions

No completed student supervisions to report