Jennifer Charteris

University of New England (Australia) | UNE · School of Education

The impetus to move to new generation learning environments places a spotlight on the relational dynamics of classroom spaces. A key feature is the notion of learner agency. A complex notion, learner agency involves both compliance with and resistance to classroom norms and therefore is far more sophisticated than acquiescence with classroom norms...

In Australia and Aotearoa New Zealand, the impetus to create open learning spaces that afford spatial and pedagogical flexibility have disrupted the nature of teachers’ work. In redesigned education facilities, teachers engage in sophisticated processes of collaboration and ongoing teacher professional learning. Moving from traditional classroom de...

There has been growing interest in the interplay of social and material elements in innovative learning environments (ILE) and attention to the agency of teachers and students. This chapter considers how school spatial design can influence students’ and teachers’ sociomaterially mediated capacity to act. The authors’ research was undertaken at a ti...

School design in any epoch reflects the collective values and attitudes of the time, and the political currents which shape perspectives. In this paper, we consider the risks associated with an English school’s rebuilding under the Priority School Building Programme, a standardised approach to school design, tending to result in ‘traditional’ inste...

lthough there is a growing corpus of literature on teacher assessment capability, less has been written on sociocultural assessment leadership practices with its emphasis on shared capacity building. Expertize in sociocultural assessment that enhances student and teacher learning is an aspect of school leadership that can have a positive influence...

The COVID-19 pandemic resulted in many countries adopting containment measures. This transcontinental, transdisciplinary study draws on arts-based research to explore the value of connecting through ‘disease’ at the moment of disease during the COVID-19 epoch. The four researcher-author-educators engaged in collective memory work and drew on collab...

Teaching performance assessments (TPA) are a trending feature of initial teacher education. Founded in the United States of America, TPAs have emerged in the Australian context as a capstone assessment of preservice teacher competence. However, the inclusion of the TPA in initial teacher education places additional pressure on tertiary institutions...

Innovative learning environments (ILE) with open flexible classroom spaces are designed to support collaboration and emphasise responsibility for self-regulated student learning as a partnership between students and teachers. Recent studies of ILE focus more on teachers than students’ experiences, and there is a gap in the theorising of student lea...

This article leverages existing literature around the use of telepresence robots to provide a conceptualisation of virtual inclusion. Telepresence involves the use of mediating technology to generate connection with others in a remote context. Recent developments have seen telepresence robots used to create a sense of ‘being there’ when the person’...

The United Nations Sustainable Development Goals (SDGs) offers a global blueprint to achieve a better and more sustainable future for every person, through universal action to address social, economic, and environmental inequity and inequality (United Nations Development Programme, 2021). For educators, SDG Goal 4 aims to ensure an equitable qualit...

Post-panopticism is aligned with the Foucauldian conception of power and illustrates its apparatuses and mechanisms, for instance the visibility of bodies under the gaze, the facility to mobilise power relations for political purposes, and the capacity to engage self-technologies where there is self-surveillance and surveillance of others. As a con...

The Reader Collective Memory-Work is meant to foster further exchange about Collective Memory-Work, its use and usefulness, methodological questions, aspects of its adaptation/s, critical elements found in CMW, exemplary applications in various fields of practice and research. Included in the Reader are: first-time English translations of texts by...

Gendered power relations and cyber-objectification can be produced through Snapchat in schooling contexts. The research illustrates how social media circulates affect in an Australian high school setting. While “Snapchatting” can evoke joy, it can produce gendered inequities. This research details affective inequalities associated with Snapchat use...

Caught up in the "COVID moment and distancing-isolation," the authors came together through a Collective Memory Work initiative to inquire into what solidarity during the COVID moment meant to each of them and collectively assemble un-derstandings about this phenomenon. Critical relationships, methods, and more-than-human relationalities are shared...

Innovative Learning Environments (ILEs) are characterised by features that can create hypervisibility, and hyperstimulation, that raise psychological safety issues. However, there is a lack of research in the field of ILEs that addresses these complexities especially for students with additional learning needs. This case study draws on interview da...

Around the world there has been growing interest in the use of technologies to connect students who are absent from school because of a health or medical condition to their teachers and peers in school. In this article findings are presented from a scoping review which sought to map the impacts of telepresence robots (TPR) for students who miss sch...

According to the OECD definition of innovative learning environments (ILEs), inclusion is considered a pillar of its design. The depiction of an inclusive ILE from the OECD outlines the importance of including students in ILEs. We wish to argue, however, that the successful implementation of inclusion also needs to address the location of special e...

Infantilisations is the fourth article in a collective writing project that includes ‘Infantologies’, ‘Infantasies’, ‘Infanticides’, and Infantologies II-Songs of the Cradle. It is a notion and paper directed to the treatment of others as infants, essentially a hierarchical relation of power that supports a functional and routine psychological depe...

This article illustrates how schooling Innovative Learning Environments (ILE) deploy a future-focused imaginary for a perfectly self-managing society. New building design, coupled with this imaginary, creates possibilities for new ecologies of practices in which there are reframed relationships and pedagogical opportunities. We use the theory of pr...

The educational provision for students with disabilities has been debated for as long as the term inclusive education (IE) has been part of the educational discourse. Despite IE stemming from a social justice paradigm, globally there remain inconsistencies in access to quality education. As a result, policies and practices to shift towards more equ...

Infanticides is the third article in a collective writing project that includes ‘Infantologies’ and ‘Infantasies’. It is designed to develop a phil- osophy of the infant, which is not tied to either developmental psych- ology or neuroscience but rather links itself to history and philosophy. It looks to develop a perspective on the world, beginning...

Surprisingly little has been written about the notion of virtual teams in schooling contexts and less on the role of virtual teams in the professional learning and development (PLD) of teachers. Virtual teams are groups that use technologies to collaborate to address common goals. Members may work at in different locations, in different organisatio...

Over the first few months of 2020, the schooling sector shifted to distance education as governments moved to bring the virus, COVID-19, under control. Education sectors rapidly developed online environments. In this milieu teachers have made swift changes to accommodate their students’ diverse range of learning needs. In this article, we draw on a...

In this paper we review the professional learning and development (PLD) needs of teachers in rural and remote schools, focusing on the Australian context. We argue that online PLD is an emerging alternative to face-to-face arrangements for the continuing education of teachers, which can connect to rural contexts through attending to considerations...

Teacher performance assessments are positioned as a high stakes assessment that are aimed to ensure that preservice teachers are ready for professional practice in education contexts. The move to incorporate them in institutions has its origins in concerns that teacher education is a policy problem with varying standards of preparation across the s...

Infantologies is a collective writing project designed to express and summarise important ideas, approaches and forms of advocacy in a short and condensed method, in order to present a network of diverse themes, arguments and evidence concerning infants.

The radical ‘toolbox’ of Deleuze and Guattari can equip us to investigate teacher education assemblages and teacher internship becomings. Three contributions of this paper comprise: a consideration of the refrain as an agile and underutilised education research concept; emergent listening, as an emerging theoretical framework in education; and tran...

Drawing from the Foucauldian concept of`heterotopologyof`heterotopology', this chapter provides a spatio-temporal approach to research in Education contexts. Heterotopias are liminal spaces, portable territories that can be conceived of as 'other'. First introduced by Foucault in his 1966 book 'The Order of Things: An Archaeology of the Human Scien...

Although there has been increased interest in Deleuzoguattarian philosophical concepts in the last decade, there is little scholarship on a methodological use of refrains in education research. The chapter provides an access-point to refrains as a means to become attuned to the features beyond the human voice-the 'voices' of non-humans that enter t...

Calls for educators to promote student voice and agency in classrooms often overlook the importance of the policy milieu in which teaching and learning is performed. In this article we interrogate the constitution of student, teacher and researcher subjectivities within student voice research. Working with Stephen Ball’s neoliberal technologies of...

Much has been said about mainstream students in innovative learning environments (ILE). Much less has been said about how inclusive education can be addressed in ILE (Page & Davis, 2016) and in particular the issues associated with incorporating satellite buildings within new ILE builds. For us ‘inclusion in education’ refers to how students learn...

The convergence of educational technologies, associated possibilities for anywhere/anytime learning, and conceptions of the 21st century self-regulating learner has driven the ideology of designs for innovative architectural schooling spaces in advanced capitalist societies. These architectural innovations in educational facilities mark a departure...

Over the last decade we have seen an emerging corpus of literature on student voice at classroom, school, university and system level that draw from poststructural theories. More than just a capacity of students to talk about schooling practices as informants, student voice involves student participation and agency in regard to both pedagogical dec...

While a range of typologies frame and critique the scope, purpose and power relations of different student voice approaches, it is timely to look at the direction that student voice literature has taken in recent years and map dominant discourses in the field. In the article the following questions are addressed: (a) What are the dominant discourse...

With researchers funnelled into lucrative research practices that value fast scholarship, we explore ethical practice as an ethico-onto-epistemological project. Through collective biography, diffractive choreography, and poetry, we map systems of entrapment that manifest power relations in the academy. We argue the posthumanist ethical practice is...

Postqualitative research offers opportunities for playful praxis—reconfiguring ways of writing, sharing, engaging in the physicality of data generation, the vitality of data matter, and the enactment of experimental forms of writing. In this article, data multiplicity is generated through an authorless haecceity of experimentation with and through...

Pedagogic posthuman assemblages are a generative means for exploring entanglements of affect that circulate through humans and non-humans. In this chapter, we include a poetic account of our posthuman pedagogic research practice that leverages our work as feminist scholars in the academy. Through the curation of an uneasy assemblage (Bone and Blais...

As we see a ramping-up of online teacher professional learning and development (PLD) offerings, it is becoming increasingly imperative to consider the complexity and nuances of what constitutes effective online teacher PLD, and to be able to plan and evaluate it. There is a need for PLD to be ‘genuinely effective’, but while descriptions of effecti...

There is growing interest in innovative educational space design and the relationality of spatialised teaching practices. This paper addresses the characteristics of spatialised professional learning in newly redesigned or purpose built new generation learning environments (NGLE). The case study is situated within Aotearoa/New Zealand context, a co...

The question about what comes after postmodernism illustrates historicity, the imaginary of chronology, a flawed linear narrative of progression and development. There is a diachronical vogue that frames epoch with aesthetic style. Yet all the while social and cultural realities reflect multiplicities and ambiguities that hold and suspend binaries...

In Australia, preservice teachers (PSTs) are required undertake Teacher Performance Assessments (TPAs) They are required to demonstrate assessment capability, promote student agency and monitor their practice impact on student learning whilst working in schooling ecologies that are marked by high stakes accountability measures. Processes that bridg...

Snapchat, released in 2011, is embedded in the youth culture of advanced capitalist societies. Theorising Snapchat from a socio-material ontology, we explore the application’s capacity to evoke the gendered politics of networked affect. Dipping into the conceptual toolbox of Deleuzoguattarian philosophy, we map how affect is distributed through bod...

This paper explores metaphors as a process of professional learning, and as a research method to interrogate professional knowledge landscapes (PKLs) within the flexible space and time of online pre-service teacher education. The methodology comprised five pre-service teacher educators with different disciplinary areas of responsibility engaging in...

The current geological age has had a profound effect on the relationship between society and nature, and it raises new issues for researchers. It is important for educational research to engage with the politics of knowledge production and address the ecological, economic, and political dynamics of the Anthropocene era. Educational Research in the...

Facebook is social media that is ubiquitously used in higher education contexts by both staff and students. It provides a platform for student networking and expression. The authors illuminate how pre-service teachers in an Australian university, undertaking undergraduate units, use Facebook as a student-initiated social media community. Although a...

This article addresses school principal agency in a context of political reform, in particular, communities of learning. As agents in reform, Principals can be pressured to respond to government change agendas. Far from merely implementing policy, Principals can demonstrate agency in their interpretation and recontextualisation. Drawing data from P...

Student voice literature has been well mapped with a range of participatory frameworks and typologies over the last three decades. These acknowledge neoliberal uses of voice that reflect a pervasive marketised approach to education, where young people are consumers, teachers surveilled, and leaders are wedged between government and community accoun...

There is both a growing appreciation of teacher assessment capability for the improvement of school student learning and achievement and a commensurate drive for graduates in Australian Initial Teacher Education institutions to demonstrate impact on school student learning as part of a national accreditation process. We argue in this article that i...

Relational aggression has long been considered the "weapon of choice" for young women seeking to harm others through persistent manipulation or damage to relationships. However, in recent media articles in Australia, young men have been reported to use the same aggressive strategies to target young women. This article explores the themes drawn from...

Schooling territories are bounded spaces where policies, bodies, practices, and discourses meet and collide. It is well documented in assessment literature that students who are active decision-makers understand their learning processes and have the necessary wherewithal to access support across schooling spaces. These spaces are co-produced throug...

For almost two decades student voice has been used and enacted in educational settings for a range of purposes. Student voice theorists have framed it in sociocultural, social constructionist and poststructural terms. It has been located in a range of schooling discourses and there have been powerful critiques of instrumentalist uses of student voi...

Teacher education students bring diverse funds of knowledge to formal education. These funds of knowledge are particularly important for the successful transition of first year tertiary students into higher education. In preservice teacher education contexts, students draw knowledge from varied life contexts and their funds of knowledge become fund...

Across Organisation for Economic Cooperation and Development countries there is a systematic research and policy impetus for continuous schooling engagement with digital technologies, improvement agendas and the commensurate redesign of educational spaces (OECD, 2013). The current epoch marks a transformation between what has been termed the indust...

It is the norm for the casual teaching precariat to experience insecure labour conditions requiring an additional skill set to teachers with stable employment. As more beginning teachers than ever before commence work in casual employment - often a tenuous and unsupported transition into the profession - it is beholden on teacher educators to re-th...

With the increasing casualisation of the teacher labour force, there is little written on the experiences of casual teachers and the challenges they face in brokering professional identities within constantly shifting and uncertain work contexts. Being a category bound casual teacher (a product of category boundary work) is a complex subject positi...

Over the last decade authors have critiqued the hegemonic structures that perpetuate knowledge hierarchies in the dominant research regimes that foster privilege across the globe. The authors in this article use collective biography to reflectively engage with knowledge production in the academy. They explore the nature of prudentia as an affective...

Produced through market relations of neoliberal managerialism, teacher subjectivities are becoming progressively commodified. With the increasing casualisation of the teaching workforce, the well-being and status of casual relief teachers (CRTs) can be seen as an area of concern, at risk of ‘flexploitation’. More than just a convenient labour pool,...

Across Organisation for Economic Cooperation and Development countries, there is a systematic research and policy impetus for continuous schooling engagement with digital technologies, improvement agendas and the commensurate redesign of educational spaces (OECD in Innovative learning environments, Educational Research and Innovation. OECD Publishi...

Within the global economy, education leverages social and economic improvement. Teachers are positioned as drivers and agents of compliance within change processes. Addressing this concern, we investigate intern teacher agency, as transformative professional learning, that occurs through a process of critical reflection. Critical reflection is conc...

Since its inception, relational aggression has been conceptualised as a set of destructive attempts by young girls to get their own way, and these aggressive acts have been demonised in public and media debate. This article challenges the prevailing developmental psychopathologisation literature to centre the focus on functionality, positioning rel...

Set in a schooling practitioner research context, this article critiques instrumental forms of teacher professional development. An account of teacher professional learning and development is provided, as an inter-relational construct, where teachers reflect on practice to inquire into their students’ learning and foster their own and others specif...

An Organisation for Economic Cooperation and Development research priority, innovative learning environments (ILEs) have been translated into policy and practice in 25 countries around the world. In Aotearoa/New Zealand, learning spaces are being reconceptualised in relation to this policy work by school leaders who are confronted by an impetus to...

This paper diffracts a curriculum design workshop via online collaboration of a collective emerging from that event. Through the workshop, involving theory, conceptual art, writing, photography and curriculum planning, and the subsequent sharing of words and images, we move beyond interrogating designs for future subjects to asking how the pedagogi...

The political schooling emphasis on fixed fiscal input and improved student outcomes constitutes a significant challenge for practitioners who are held accountable for the quality of education provision. Professional learning and development (PLD) is a key policy lever for shifting practice in schools and driving philosophical change. In recent yea...

Australian Educational theory has drawn largely from the authoritative metropole described by Connell in Southern Theory (2007). In this article, the perilous nature of global north/south power relations that are embedded in research work is given consideration. Through a collaborative process, the researchers create an assemblage of poems that emb...

Higher education institutions comprise entangled assemblages of bodies, material objects, discourses, spaces and diverse technologies. These entanglements are affective intensities that manifest embodied prepersonal relationality. As a prepersonal construct, affect is the social, physical and emotion change, or variation that is co-produced when as...

Aligned with the development of human capital, in-service teacher education is globally conceived as a key lever in economic development. However, teacher education is also a critically important process to leverage teacher political awareness and social justice. This article provides a socio-materialist account of continuous professional developme...

Snapchat is one of the most popular social media applications among Australian young people. Its global impact has grown rapidly in recent years. Reported is a mixed methods case study located in New South Wales schools. An online survey was conducted with education practitioners to enquire into their experiences of Snapchat in their school setting...

Snapchat is one of the most popular social media applications among Australian young people. Its global impact has grown rapidly in recent years. Reported is a mixed methods case study located in New South Wales schools. An online survey was conducted with education practitioners to enquire into their experiences of Snapchat in their school setting...

School leaders are at the forefront of reform agendas. They are challenged to embrace digital technologies, rethink the roles of students, teachers and school leaders, remodel physical spaces in schools and consider significant shifts to school administration and leadership. In this article a theoretical framework of learning leadership, relational...

Heterotopias are counter-sites of enacted utopias through which reality is simultaneously represented, contested and inverted. They are physical or mental spaces where, although norms of behaviours are suspended, there are connections with a plethora of other spaces. This article constructs a collective biography as a heterotopology of the academy....

Heterotopias are counter-sites of enacted utopias through which reality is simultaneously represented, contested, and inverted. They are physical or mental spaces where, although norms of behaviours are suspended, there are connections with a plethora of other spaces. This article constructs a collective biography as a heterotopology of the academy...

Heterotopias are counter-sites of enacted utopias through which reality is simultaneously represented, contested, and inverted. They are physical or mental spaces where, although norms of behaviours are suspended, there are connections with a plethora of other spaces. This article constructs a collective biography as a heterotopology of the academy...

The matrilineal line is a precious connection although it is sometimes disrupted and marked by absence. In this paper we explore notions of generational connections and loss among women in our families. Three women scholars from a regional university, we are interested in the agency of objects (Domanska, 2005) and their role in feminist research. I...

AbstractLearner agency is often seen unproblematically as an integral aspect of ?twenty-first century lifelong learning?. Agency and instrumentalist forms of teacher professional development are problematised through this qualitative case study that explores a teacher?s inquiry into assessment for learning practices. This article illustrates how Te...

This paper provides a critical and contextualised exploration of assessment for learning (AfL) as an important area of scholarship in higher education, particularly in online learning environments. Although AfL can speak to a range of education discourses, the specific focus here is on the performativity and experiential learning discourses around...

This paper provides a critical and contextualised exploration of assessment for learning (AfL) as an important area of scholarship in higher education, particularly in online learning environments. Although AfL can speak to a range of education discourses, the specific focus here is on the performativity and experiential learning discourses around...

Acknowledging an abundance of technicist models for teacher continuing professional development (CPD), the authors draw from Deleuzoguattarian theory to frame peer coaching as rhizomatic practice. Rhizome theory enables engagement with the creative breaks and departures in peer coaching assemblages. Agentic and innovative teacher learning can occur...

Research on youth subjectivities and disappearing media is still in its infancy. Ephemeral technologies such as Snapchat, Frankly and Wickr offer young people opportunities for discursive agency, harnessing teenage discourses ofto social positioning. These media facilitate social mobility in teen peer contexts by providing a medium for dynamic and...

This article features nine ‘narratives of experience’ illustrative of academics engaged in an alternative Professional Development (PD) activity, referred to as Writing for Publication, in a regional Australian university. Each narrative adopts a critical stance to academic practice situated in what Ball defines as a ‘culture of performativity’ per...

The highly imagined and contested space of higher education is invested with an affectively loaded ‘knowledge economy optimism’. Drawing on recent work in affect and critical geography, this paper considers the e/affects of the promises of the knowledge economy on its knowledge workers. We extend previous analyses of the discursive constitution of...

Assessment for Learning (AfL) pedagogies can have a significant impact on student learning and achievement. This paper reports on data from a study of four teachers and 48 student participants within a regional high school. An inquiry approach to teacher professional learning is explored through an AfL lens, in particular, how teacher feedback for...

Neoliberal policy objectives perpetuate an audit culture at both school and system levels. The associated focus on performativity and accountability can result in reductive and procedural interpretations of classroom assessment for learning (AfL) practices. Set in a New Zealand AfL professional development context, thi s research takes an ecologica...