Cecily Jensen-Clayton

University of Southern Queensland  · Faculty of Education

This chapter utilises the metaphor of the maze to investigate the context, both local and global, in which Western researchers find themselves, identifying managerialist mechanisms and language, and also academic capitalism, as key elements in the architecture framing their research. The process of examining this architecture draws attention to its...

This chapter considers how the metaphor of research as a maze can be used to extend understandings of the character and significance of contemporary research and the work and identities of contemporary researchers. The authors discuss the implications of the increasing influence of the Western academic system across the globe and argue that the res...

Women entering the academy is a recent historical phenomenon. Subsequently, women have had to take on the historical legacy of androcentric/masculinist ways of thinking of the institution in order to pursue an academic life. More recently, neoliberalism in the academy has increased the complexity of the experience of women academics. Therefore taki...

Abstract My manifesto in this chapter is based on early experiences of being a girl child, where through language and social development I was abstracted from embodied female knowing. As a child I found myself unsupported in terms of my own meaning making as female. Thus, writing to other women about the girl child I believe needs to be one of our...

Teachers are dealing with a profession characterised by rapidly evolving educational research, societal shifts, and political agendas. They are faced with unforeseen events that create educational futures that are yet unknown, with the global pandemic a clear example. Mentoring has a long history as an approach to support teachers, particularly tho...

Students’ doctoral experience can be seen as a journey of mystery, of working in the dark, of allowing the purpose of the research to lead the process. Contrary to this view, students’ experiences of supervision described in this chapter are ones of being expected to follow a pre-determined path, a path that negates student engagement and agency. U...

My manifesto in this chapter is based on early experiences of being a girl child, where through language and social development I was abstracted from embodied female knowing. As a child I found myself unsupported in terms of my own meaning making as female. Thus, writing to other women about the girl child I believe needs to be one of our most urge...

Has democracy run its course? Can democracy—a concept that fuelled liberalism in the 17th century and now being presently subsumed by neoliberalism in this century—serve well the challenges of living and learning within the increasing complexity of the 21st century? Democracy, a concept that arose from within and continues to draw on androcentric i...

This presentation takes seriously Freud’s assumption of the child as having a bisexual disposition (Freud 1968 [1933], 116). ”In using the term ‘bisexual,’ Freud refers to a quality of the sexual instinct, not a relation to a sexual object (which would be denoted by the term ‘inversion’); the bisexual child is one who psychically is not yet either...