Carol A. Taylor

Carol A. Taylor
University of Bath | UB · Department of Education

BA, MA, MA, MSc, PhD, FHEA

About

111
Publications
20,733
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Introduction
My research explores the entangled relations of knowledge, power, gender, space and ethics in higher education. I utilize trans- and interdisciplinary feminist, new materialist and posthumanist theories and methodologies. I am co-editor of the journal Gender and Education. My latest book is Knowledge Production in Material Spaces: Disturbing Conferences and Composing Events (2021) with Fairchild, N. et al. (Routledge). My currently work is on processual-collaborative research practices.
Additional affiliations
September 2008 - August 2018
Sheffield Hallam University
Position
  • Professor

Publications

Publications (111)
Article
Full-text available
For centuries the autopsy has been a key technology in Western culture for generating clinical/medical as well as cultural knowledge about bodies. This article hails the anato-medical autopsy as a generative trope and apparatus in reconfiguring Western humanist knowledge of bodies and bodies of knowledge and takes up the possibilities of working wi...
Article
Full-text available
In higher education institutions (HEI), whose primary functions are oriented to the activities of learning, teaching and research workspace kitchens are disregarded spaces. Yet kitchens do vital but unnoticed work in everyday institutional life. This article develops a post-human, post-disciplinary and post-methodological analytical framing to give...
Chapter
This chapter attempts to hail love back into view in pandemic times. In searching for how love appears and what love can do, it asks how enactments of love in learning and teaching, in our work as journal editors, and in our writing collaborations might work as a potentially hope-full feminist materialist response to the desperate and damaging time...
Article
Full-text available
This article offers a novel foray into international mindedness and posthuman theory. International mindedness underpins the International Baccalaureate’s aim to achieve a better and more peaceful world. However, in a global context of planetary emergency and widening inequalities, it seems imperative to rethink international mindedness within a po...
Article
Full-text available
This article attempts to reconfigure hegemonic framings of “the academic conference” and thereby offer a means to (re-)encounter the spatial, temporal, and affective forces that conferences generate, differently. We are a geographically dispersed but multiply entangled group of academic researchers united by theoretical fault lines within our work...
Article
This article focuses on academic temporalities to consider the rhythms, repetitions and discontinuities of academic work. Using a photo-serial methodology which generated an archive of images taken at the same time of day for a fortnight, we take up material and affective theories to rethink academic work as assemblages or micro-worlds that emerge...
Article
This article ponders two questions: What does “postqualitative” mean to you? Why do you think the “postqualitative” movement is important to the field of qualitative inquiry? In response, it poses a method/ology of errancy—a flipping methodology—that locates postqualitative research as an ethico-onto-epistemological political project of opening the...
Chapter
We are, according to Braidotti (2013, p.2), already living in a posthuman world and this has introduced a ‘qualitative shift in our thinking about what exactly is the basic unit of common reference for our species, our polity and our relationship to the other inhabitants of this planet.’ This chapter considers what this qualitative shift means in t...
Book
Full-text available
What is feminist transdisciplinary research? Why is it important? How do we do it? Through nineteen contributions from leading international feminist scholars, this book provides new insights into activating transdisciplinary feminist theories, methods and practices in original, creative and exciting ways – ways that make a difference both to what...
Article
Full-text available
This paper attempts to reconfigure hegemonic framings of 'the academic conference' and thereby offer a means to (re-)encounter the spatial, temporal and affective forces that conferences generate, differently. We are a geographically dispersed but multiply entangled group of academic researchers united by theoretical fault lines within our work tha...
Article
This article proposes a posthuman / materialist somatechnics approach which encourages a more nuanced, ethical, and embodied attentiveness to how humans, nature, and materialities are not separate, but actively emerge through entanglements and in co-constitutive relation with one another. Such an attentiveness recognises that we are shaped by the p...
Article
Full-text available
This article makes the case for Posthumanist Institutional Ethnography (PIE). In doing so, it builds on and diverges from Dorothy E. Smith’s post-structural work on Institutional Ethnography (IE), and speaks into recent discussions on the contested nature of ethnography. Drawing on the work of Donna Haraway, Karen Barad and Jane Bennet, and on empi...
Article
The contemporary university privileges speed, precarity, competition, and performativity; it operates through modes of accelerationism, work intensification and productivity; and it is oriented to producing academic subjectivities rooted in self-commodification. Much of this is antithetical to feminist ethics and working practices which focus on ca...
Book
Full-text available
The theme for this year’ conference was Qualitative Inquiry towards Sustainability. Inspired by conference participants’ voices and reflecting the United Nations’ (UN) Sustainable Development Goals (SDG) to achieve a better and more sustainable future for all, we wanted this conference to be an opportunity to demonstrate how QI can address global c...
Article
Full-text available
This article explores a series of tentacular troublings inspired by Donna Haraway's (2016) concept of String Figuring (SF). We consider these troublings as relational entanglements which produce perturbations of our gender, positioning, recognition, and respectability as feminist academics in Higher Education. We activate tentacular troublings as a...
Article
Universities are dominated by marketisation, individualisation and competition, forces inimical to individual flourishing and collaborative endeavours. This article presents four stories from a collective biography workshop in which a group of women academics explored everyday moments in their university lives. The stories are grim tales of damage,...
Chapter
Relational materialism was first articulated and framed within Actor Network Theory. In educational research, the concept has emerged with the growing influence of Agential Realism and New Material Feminism, and in the engagements in the “turn to materiality” and/or “turn to ontology.” A relational materialist approach to educational studies can be...
Chapter
This chapter uses an affirmative speculative feminist lens to rethink the history, purpose and future promise of Bildung. It uses a concept as method approach to trace the pedagogical life of Bildung. It maps its proliferations in discourse and discusses how it helped shape educational practice, particularly by producing unequal educational opportu...
Book
Summary Gender in Learning and Teaching brings together leading gender and feminist scholars to provide a unique collection of international research into learning and teaching. Through dialogues across national traditions and boundaries, the authors provide new insights into the relations between feminist scholarship of pedagogy, gender and didact...
Chapter
This chapter introduces and compares key areas of concern, contention and interest to those writing and about gender and learning and teaching from a European didactics tradition and those writing from a Anglophone Feminist perspective. It sets the context for the book and introduces the chapters.
Book
Gender in Learning and Teaching brings together leading gender and feminist scholars to provide a unique collection of international research into learning and teaching. Through dialogues across national traditions and boundaries, the authors provide new insights into the relations between feminist scholarship of pedagogy, gender and didactics, and...
Article
Neoliberal ideologies, marketization and performative regimes associated with recent reforms in universities have exerted considerable pressure on academic working conditions and subjects in recent years. While analysing these pressures is important, it is also productive to consider the ways in which academics engage in moments of resistance by mo...
Article
This article argues for a shift away from the measurement and metrics discourse of ‘satisfaction’ and towards more nuanced understandings of ‘happiness’ in relation to part-time doctoral students’ educational flourishing. Grounded in empirical data and using the concept of ‘material moments’, the article brings to the fore the complex nature of stu...
Chapter
This chapter provides a theoretical-practical introduction to the book and an overview of the book’s contents. Written as an un/en/folding, the chapter discusses the promises, possibilities and pains of posthuman higher education pedagogy, practice and research in relation to a range of key concerns, contestations and imperatives which currently sh...
Article
Full-text available
Author 1: They say they want to disturb the AcademicConferenceMachine. Author 34: What is an AcademicConferenceMachine? Author 2: Please do not go in that direction. Ask, for example, what does an AcademicConferenceMachine do? Author 51: Ok, so what does it do? Author 6: AcademicConferenceMachines are becoming so regulated and standardized that the...
Book
This book explores ways in which posthumanist and new materialist thinking can be put to work in order to reimagine higher education pedagogy, practice and research. The editors and contributors illuminate how we can move the thinking and doing of higher education out of the humanist cul-de-sac of individualism, binarism and colonialism and away fr...
Chapter
Higher education (HE) is in the grip of an unprecedented level of attention to quantitative performance indicators. Measurement imperatives are positioned in policy discourses as key to the generation of market competition and institutional differentiation. But beyond government policymakers, many are sceptical about their use and value, particular...
Article
Postqualitative research-creation improvisations offer new possibilities to explore method/ology. In this article, we question how bags, as seemingly mundane objects, work as ontologically lively matter—as active agencies—to choreograph human–nonhuman relations and heterogeneous materialities. Working from three questions—How might a bag become? Wh...
Article
Bodies do inventive, dynamic and productive work in classrooms. This paper argues that bodies are vital players in pedagogic encounters, informing how gender identities are shaped, how power operates, and how pedagogies are enacted. It uses a range of theoretical resources – on space (Massey, 2005), corporeal geography (McCormack, 2013), material f...
Article
This article offers a diffractive methodological intervention into workplace studies of academic life. In its engagement of a playful, performative research and writing practice, the article speaks back to technocratic organisational and sociological workplace ‘time and motion’ studies which centre on the human and rational, and presume a linear te...
Conference Paper
Full-text available
A (mis)organized stream at a recent academic conference adopted a post-qualitative (in)sensibility in experimenting with how intentionally non-normative practices (more properly practicings) and a play with material objects might disrupt the smoothness of the academicconferencemachine. One such experiment witnessed the re-assembly of fragmented mal...
Article
Full-text available
My central argument in this article is that the notion of Bildung may offer conceptual sustenance to those who wish to develop educative practices to supplement or contest the prevalence and privileging of market and economic imperatives in higher education, which configure teaching and learning as an object available to measurement. I pursue this...
Article
Full-text available
This article brings together the authors’ previous work on co-created curricula (Bovill, 2013a, 2014; Bovill et al., 2011) and on partnership and ethics (Taylor, 2015; Taylor and Robinson, 2014), to develop the concept of co-created curricula as an ecology of participation. In doing so, it deploys Alfred North Whitehead’s process philosophy to form...
Chapter
In the acknowledgements page of my doctoral thesis after thanking various humans – academics, family and friends – I wrote the following: “Final thanks go to the furry guru and the daily fun and games which helped me live in the moment and retain perspective during the long doctoral journey”. I wrote that a long time ago when Hermann, aka the furry...
Article
In recent years, ‘post-qualitative new empiricist’ research has been gaining ground. Such work questions the humanist ontological and epistemological orientation of much mainstream qualitative inquiry and insists on the need to take into account the more-and-other-than-human. Post-qualitative research draws on an eclectic range of theories as a mea...
Article
Full-text available
This article draws on the philosophy of Deleuze and Guattari to reconceptualise transition to Higher Education. In doing so it contributes a new theoretical approach to understanding transition to Higher Education which largely remains under-theorised, uncritical and taken-for-granted. Drawing on data from two projects, the article activates Deleuz...
Article
This article proposes a novel theorisation of higher education classroom spaces by bringing Arendt’s concept of the space of appearance into relation with Guillemin and Gillam’s notion of ethically important moments. The main arguments are first, that a focus on ethically important moments within the higher education space of appearance enables a f...
Article
For a number of years, new material feminists have been developing new theoretical tools, new modes of conceptual analysis, and new ethical frameworks. Object-oriented ontology, part of the speculative realism “movement,” has been engaged in something similar. Yet these endeavors have often taken place in “parallel universes,” despite sharing—or at...
Article
This article emerged as the product of a collaboration between two individuals at different stages of our academic careers, one a beginning researcher and the other a senior academic. Written as an experimental bricolage, the article weaves together two main threads to chart our engagements with feminist research and with writing practices, both of...
Chapter
Doing posthumanist research in education is a challenge. At the present time, education operates within a largely performative context, in which regimes of accountability, desires for a quick and easy relay from theory to practice, and the requirement that ‘evidence’ — the most valorized form of which often comes in the shape of large-scale randomi...
Chapter
Doing posthumanist research in education is a challenge. At the present time, education operates within a largely performative context, in which regimes of accountability, desires for a quick and easy relay from theory to practice, and the requirement that ‘evidence’ - The most valorized form of which often comes in the shape of large-scale randomi...
Book
How do we include and develop understandings of those beyond-the-human aspects of the world in social research? Through fifteen contributions from leading international thinkers, this text provides original approaches to posthumanist research practices in education. Contributors respond to the following questions: What do empirically grounded explo...
Article
Full-text available
The paper analyses the impact of a higher education (HE) funding mechanism, the ‘High Grades’ policy, introduced as part of a student number control regime in England that was introduced in 2012/13 and withdrawn after only two years. This marked the end of an experiment in market making based on quality and price within a fixed student number cap....
Article
Purpose – The purpose of this paper is to explore mentoring as a dialogic practice in relation to three themes: identity, fear of being judged and respect. It develops Bokenko and Gantt’s (2000) concept of dialogic mentoring to propose a new theorisation of mentoring as a relational, embodied, spatial, affective and ethical practice. Design/method...
Article
Based in an analysis of a writing workshop which explored students' transition to higher education, this article puts to work theorizations of space by Massey, materiality by Barad, narrative by Cavarero, and ethics by Arendt to propose an innovative conceptualization of collaborative writing practices. The article proposes an understanding of the...
Conference Paper
Full-text available
The workshop is motivated by the questions: • How can feminist theory help us design innovative research into teaching and learning? • How can feminist theory help us develop creative pedagogic practices? • What difference can feminism make to our students and to us as educationalists? Purpose This workshop offers a space to discuss a range of fe...
Conference Paper
Full-text available
In the field of research on pedagogy, since a few decades the significant impacts of corporal, spatial and material aspects of behaviour on pedagogical situations, especially their effects on teaching and learning, come more and more into sight (e.g. Abele 1996; Naujok, Brandt & Krummheuer 2004 etc.). As the tacit side in pedagogical practices has...
Article
This article focuses on objects, bodies and space to explore how the mundane materialities of classrooms do crucial but often unnoticed performative work in enacting gendered power. Drawing on ethnographic data from a UK sixth form college study, the article analyses a series of ‘material moments’ to elaborate a material feminist analysis of embodi...
Article
Full-text available
This article applies theoretical understandings of power relations within student voice work to two empirical examples of school-based student voice projects. The article builds on and refines theoretical understandings of power and participation developed in previous articles written by the authors. The first article argued that at the heart of st...

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Projects

Projects (6)
Project
Our aim is to problematise knowledge production on conference spaces, we have entitled these the AcademicConferenceMachine. Our workshops since 2016 have sought way to provoke and compose events and think about the ways knowledge becomes produced and legitimised at conferences. Our book Knowledge Production in Material Spaces: Disturbing Conferences and Composing Events is published in November and maps our work to date.
Project
This project aims at reflecting the work carried out at the annual EERA congress (ECERs) in Network 27 on Didactics – learning and Teaching. Network 27 aims to advance research on didactics, learning and teaching in Europe. The field of didactics and research on teaching and learning is characterized by a strong diversity across European countries, reflected in the diversity of national school curriculum policies and teacher and higher education systems. Central questions to the field are: what is taught, what is learned and also why, and how. In turn these questions raise further questions about the role of subjects and subject didactics and also, significantly for many didactic research traditions within Europe, about the concept of Bildung. The field is also connected to the broader philosophical and ethical aims, purposes and goals of education. Thus, the relations between subject specific, comparative and general didactics and/or research on teaching and learning can be explored. Bringing together research on teaching and learning in different national systems and subject-specific domains, we are interested in discussing the generic aspects of teaching and learning and their empirical basis in research. Major areas explored and discussed in the network are: -Different paradigms for didactic research in Europe -Frameworks for the comparison of teaching and learning actions across subjects and educational contexts -Different methodological approaches to researching didactics – learning and teaching, including classroom observation and video studies -Literacies and language use across subject matters -Bodily, corporeal and tacit dimensions of learning and teaching -Teaching resources, teacher’s work and the enacted curriculum -Social class, gender, ethnicity and dis/ability issues in opportunities to learn and content learnt in the classrooms -Relationships between Didactics and the Learning Sciences The selected references included in this project reflect the main publications about Didactics as a research field in Europe. More references about the various conceptual and methodological approaches in the field may be found in the collaborators (convenors) profiles.