This book is an engagement with Gilles Deleuze and collaborative writing. We ask here: how might we think of collaborative writing if we think with the concepts that Deleuze has generated? And, how might we begin to write, together, on what Deleuze would call an immanent plane of composition? On such a Deleuzian plane, or plateau, it was not appropriate to make Deleuze external to us, as if he were the authority who might inform us on the correct way forward. Instead we sought to make Deleuze one of us, and to open up, with him, a new stream of thought, and of being, in order to explore our topic of Deleuze and collaborative writing.

So why an immanent plane of composition? Immanence derives from the Latin, meaning “to remain within”. In Deleuzian philosophy this does not mean within the bounded individual self, but within life; not just human life, but all life, organic and inorganic, which Deleuze refers to as Being. Deleuzian immanence indicates a conceptual space in which one seeks to dissolve all binaries, and the categorizations that divide one from another; and to locate the Divine in all things. On this immanent plane God and matter are not separable, any more than mind and body, interior and exterior, self and other, theory and practice, man and animal, organic and inorganic. The question is never this or that, but always this and that. “Or” becomes “and” in what Deleuze called stuttering: and and and. Deleuze struggled to find a way of bringing together this idea that we are all part of the same Being, and at the same time, that we are multiple and emergent. In opposing binary thought and categorisation, he was not interested in making us all the same, but in finding how to think the multiple singularities within what he called the One-All: “A single and same voice for the whole thousand-voiced multiple, a single and same Ocean for all the drops, a single clamour of Being for all beings” (Deleuze, 1994: 304).

On the immanent plane of composition we are all part of the same Being and, at the same time, the interesting aspect, the creative life-giving aspect, does not lie in sameness but in divergence. Deleuze drew from the creative evolution that Bergson (1998) had mapped out in 1910, where creative affirmations lie in new experiences, through which the not-yet-known, the not-yet-imagined, can unfold—can be composed. Divergence is not to be thought as a feature of the individual of phenomenology, whose conscious intentions lie at the centre of a somewhat narcissistic, bounded ego (Davies, 2010a). Deleuze is interested in multiplicity, not of multiple identities, but in an “ontology [that] merges with the univocity of Being” (Deleuze, 2004c: 179), where univocity is the creative voice of matter.

Deleuze does not thus seek to populate the world with anarchic, sovereign individuals, whose will or choice is paramount, as many have thought. His concept of the automaton, for example, “strictly precludes any idea of ourselves as being, at any time, the source of what we think or do. Everything always stems from afar—indeed, everything is always “already-there,” in the infinite and inhuman resource of the One” (Badiou, 2000: 12). Thinking and being on a plane of immanence in the Deleuzian sense is not a celebration of the autonomous individual of phenomenology, but rather, it “requires that you place yourself where thought has already started, as close as possible to a singular case and to the movement of thought. Thinking happens “behind your back” and you are impelled and constrained by it” (Badiou, 2000: 14).

Our challenge, then, in writing on an immanent plane of composition with Deleuze, has been to find our own way of mobilizing this resource of the One, of thinking and being where thought has already started – in this case thought about Deleuze and collaborative writing. But unlike Deleuze, who, as philosopher, could identify the multiplication of concepts as his way of approaching the problem of infinite divergence and creative evolution, we, as social scientists and educators, must find our own way of engaging in thought, and our own way of engaging in being, that opens up the not-yet-known within itself. We must work with experience, multiplying it, while also drawing on, or, more correctly, playing with Deleuze’s multiplicity of concepts. 

PUBLICATIONS

BOOKS

Somerville, M., Davies, B., Power, K., Gannon, S., and de Carteret, P. (2011) Place Pedagogy and Change. Netherlands: Sense Publishers.

Wyatt, J., Gale, K., Gannon, S. and Davies, B. (2011) Deleuze and collaborative writing: An immanent plane of composition. (pp. 1-162) New York: Peter Lang

Davies, B. and Gannon, S. (2009) Pedagogical Encounters (pp. 1-162). New York: Peter Lang

Davies, B. (Ed.). (2008). Judith Butler in Conversation: Analysing the texts and talk of everyday life. (1-273). New York: Routledge.

Davies, B. & Gannon, S. (2006). Doing Collective Biography (pp. 1-200). Maidenhead: Open University Press.

Davies, B. & Kasama, H. (2004). Gender in Japanese Preschools. Frogs and Snails and Feminist Tales in Japan (pp. 1-145). NJ: Cresskill, Hampton Press.

Davies, B. (2000). A Body of Writing 1989-1999 (pp. 1-191). Walnut Creek: Alta Mira Press. 

Chapter 5, Women's Subjectivity and Feminist Stories is translated as Kvinders subjektivitet og feministiske fortællinger. In Søndergaard, Dorte Marie (2007): Feministiske Tænkere. København: Hans Reitzels Forlag. (179-207) 

Davies, B. (2000). (In)scribing Body/landscape Relations (pp. 1-277). Walnut Creek: Alta Mira Press. 

Davies, B. (1996). Power/Knowledge/Desire: Changing School Organisation and Management Practices (pp. 1-259). Canberra: Department of Employment, Education and Youth Affairs. 

Davies, B. (1995) Gender bias in School Textbooks (pp. 1-95). London: Commonwealth Secretariat.

Davies, B. (1994). Poststructuralist Theory and Classroom Practice (pp. 1-127). Geelong: Deakin University Press. 

Davies, B. (1993). Shards of Glass. Children Reading and Writing Beyond Gendered Identities. Sydney (pp. 1-205). Sydney: Allen and Unwin.  2nd Edition (2003) NJ Cresskill: Hampton Press.         

Davies, B. (1989). Frogs and Snails and Feminist Tales. Preschool Children and Gender (pp. 1-152). Sydney: Allen and Unwin. 2nd Edition (2003) NJ Cresskill: Hampton Press.

       Chapter 1 translated intoHindi (2010) vol 1 of the Gender and Education Reader Vol 1, Nirantar Trust, New Delhi, 2006-229.

       Translated into Swedish by Christer Wallentin (2003), Hur flickor och pojkar goÖr kÖn.

                                         Stockholm, Liber (pp. 1-228).

       Translated into German by Das Argument (1992): Frosche und Schlangen und Feministiche

                                         Marchen . Zeitschrift fur Philosophie und Sozialwissenschaften (pp. 1-187).

      Translated into Spanish by Ediciones Cátedra (1994): Sapos y culebras y Cuentos

                                         feministas. Universitat de Valencia, Instituto de la Mujer (pp. 1-256)

       Chapter 1 translated into Swedish by Tilda Maria Forselius, Bli pojke? Bli flicka? Locus. 3/97, 17-31.

                  Received the Outstanding Book Award from the American Education Association.

                  Reprinted in part in S. Scott & S. Jackson (Eds) Gender: A Reader. London, Routledge

                                 (2001).

Davies, B. (1988). Gender, Equity and Early Childhood (pp. 1-42). Curriculum Development Centre: Canberra, Schools Commission. 

Davies, B. (1982). Life in the Classroom and Playground. The Accounts of Primary School Children (pp. 1-206). London: Routledge and Kegan Paul. (Published in the Social Worlds of Childhood series, edited by Rom Harré). 

ENCYCLOPEDIA

Davies, B. (1997). The construction of gendered identity through play. In B. Davies & D. Corson (Eds.), Oral Discourse and Education (pp. 115-124). Vol 3 Encyclopedia of Language and Education. Dordrecht: Kluwer. 

Bjerrum Nielsen, H. & Davies, B. (1997). The construction of gendered identity through classroom talk. In B. Davies & D. Corson (Eds.), Oral Discourse and Education (pp. 125-135). Vol 3 Encyclopedia of Language and Education. Dordrecht: Kluwer.

                  (2007) The construction of gendered identity through classroom talk. 2nd edition. Vol 3 Encyclopedia of Language and Education. 2nd Edition. Dordrecht: Kluwer.

Davies, B. (2006). Oracy Education. In K. Brown (Ed.) Encyclopaedia of Language and Linguistics - 2nd Edition (pp. 69-71). Oxford: Elsevier. 

Davies, B. & Corson, D. (Eds.) (1997). Oral Discourse and Education. Encyclopedia of Language and Education Vol 3 (pp. 1-276). Dordrecht: Kluwer Academic Publishers i-xviii.

 

 

BOOK CHAPTERS - Sole author

Davies, B. (forthcoming 2011) A feminist poststructural approach to environmental education research. In Michael Brody, Justin Dillon, Robert B. Stevenson & Arjen E. J. Wals (Eds) International Handbook of Research on Environmental Education. Lawrence Erlbaum Associates Inc with AERA

Davies, B. (forthcoming 2011) Legitimation in post-critical, post-realist times, or whether legitimation? In A. Reid (ed.) Companion to Research in Education. Springer Publications.

Davies, B. (2009). Life in Kings Cross. A play of voices. In A. Jackson & L. Mazzei (Eds.) Voice in Qualitative Inquiry: Challenging Conventional, Interpretive and Critical Conceptions in Qualitative Research. (pp. 197-220)New York: Routledge.

Davies, B. (2008). Practicing collective biography. In A. Hyle and J. Kauffman (Eds.) Dissecting the Mundane: International perspectives on memory-work . (pp. 58-74)University Press of America.

Davies, B. (2008). Re-thinking ‘behaviour’ in terms of positioning and the ethics of responsibility. In A. M. Phelan & J. Sumsion (Eds.) Critical Readings in Teacher Education. Provoking Absences (pp. 173-186) Sense Publishers: Netherlands.

                  (2009). (trans) K. Zabrodska, Jak znovu-promyslet 'chovani' v pojmech umistovani a etiky odpovednosti, Biograf 47 3-18

Davies, B.(2006). Identity, Abjection and Otherness: Creating the self, creating difference. In M. Arnot & M. Mac an Ghaill, The Routledge Falmer Reader in Gender and Education (pp. 72-90). London: Routledge. (previously published as Identity, abjection and otherness: creating the self, creating difference. International Journal for Equity and Innovation in Early Childhood 2 (1): 58-80, 2004. 

Davies, B. (2003). Working with primary school children to deconstruct gender. In C. Skelton & B. Francis (Eds.), Boys and Girls in the Primary Classroom (pp. 134-151). Maidenhead: Open University Press.

Davies, B. (2003). Positioning the subject in body/landscape relations. In R. Harré & F. Moghaddam (Eds.), The Self and Others: Positioning Individuals and Groups in Personal, Political and Cultural Contexts (pp. 279-295). Greenwood: Praeger.

Davies, B. (2003). Dissemination, or critique and transformation? In B. Francis & C. Hughes (Eds.), Disseminating Qualitative Research. (pp. 110-122). Maidenhead: Open University Press.

Davies, B. (2002). Psychology’s gendered subject. In C. von Hofsten & L. Backman (Eds.), Psychology at the turn of the millennium vol 2: Social, developmental and clinical perspectives (pp. 455-473). London: Psychology Press. 

Davies, B. (2000). Eclipsing the constitutive power of discourse: the writing of Janette Turner Hospital. In E. St Pierre and W. Pillow (Eds.), Feminist Poststructuralist Theory and Methods in Education (pp. 179-198). New York: Routledge. 

Davies, B. (1999). What is feminist poststructuralist research? Examining texts of childhood. In B. Kamler (Ed.), Constructing Gender and Difference: Critical Research Perspectives on Early Childhood (pp. 13-32). Cresskill: Hampton Press. 

Davies, B. (1998). The politics of category membership in early childhood settings. In N. Yelland, (Ed.) Gender in Early Childhood Years (pp. 131-148). London: Routledge. 

Davies, B. (1998). Psychology's subject. A commentary on the relativism/realism debate. In I. Parker (Ed.) Social Constructionism, Discourse and Realism (pp. 133-145). Sage: London. 

Davies, B. (1996). Classroom Knowledge and the subjects of Reading and Writing. In A. Pollard (Ed.), Readings for Reflective Teaching in the Primary School (pp. 242-246). Cassell: London.

Davies, B. (1994). Gender, policy and teaching. In E. Hatton (Ed.), Understanding Teaching: Curriculum and the Social Context of Schooling (pp. 263-275). Harcourt Brace: Sydney. 

Davies, B. (1994). Gender theories in education. In T. Husén & T.N. Postlethwaite (Eds.), The International Encyclopedia of Education 2nd Edition (pp. 2453-2458). Pergamon Press.

Davies, B. (1993). Beyond dualism and towards multiple subjectivities. In L. Christian-Smith (Ed.), Texts of Desire: Essays on Fiction Femininity and Schooling (pp. 145-173). Falmer Press: London. 

Davies, B. (1992). Women's subjectivity and feminist stories. In C. Ellis and M. Flaherty (Eds.) Investigating Subjectivity: Research on Lived Experience (pp. 53-76). Newbury Park CA: Sage.  Reprinted in J. Blackmore et al. (Eds.) Language and Gender. Reader. (pp. 5-21). Geelong: Deakin University Press. Translated as Kvinders subjektivitet og feministiske fortællinger in D. M. Søndergaard (2007): Feministiske Tænkere. København: Hans Reitzels Forlag. (179-207) 

Davies, B. (1987). The accomplishment of genderedness in pre-school aged children. In A. Pollard (Ed.), Children and their Primary Schools (pp. 42-57). Barcombe: Falmer Press. (16) Reprinted (1991). In Weis, L. et al. (Eds.), Critical Perspectives on Early Childhood Education (pp. 83-99). Albany: State University of New York Press.

Davies, B. (1985). Attitudinal barriers to the participation of women in higher educational management. In S. Randall (Ed.), Women in Higher Educational Management. The Way Forward (pp. 44-58). Melbourne: Australian College of Education.

Davies, B. (1984). The effect of women's studies. In AUS Women's Department Women's Studies Directory (pp. 15-16) Melbourne.

Davies, B. (1984). Friends and Fights. In M. Hammersley & P. Woods (Eds.), Life in School (pp. 255-269). Milton Keynes: Open University Press.

Davies, B. (1974). Identity and race. In K.R. McConnochie (Ed.), Realities of Race (pp. 78-91). Sydney: ANZ Book Co.

 

CHAPTERS - Joint author

Davies, B., Halvars-Franzén, B., Lenz Taguchi, H., Moinian, F., Ohrlander, K., & Palmer, A. (forthcoming 2011). Formations and re-formations of ‘self’ with/in landscapes. In M. Peters & A. de Alba (Eds) Subjects in Process. Paradigm Press.

Davies, B. and Gannon, S. (2008). Hanging on and flying. In J. G. Knowles, S. Promislow and A. L. Cole (Eds) Creating Scholartistry: Imagining the arts-informed thesis or dissertation (312-324). Halifax: Backalong Books.

Bansel, P. & Davies. B. (2007). Through love of what neoliberalism puts at risk. In J. Kofoed & D. Staunæs (Eds.), Magtballader (pp 38-55). Copenhagen:  Danmarks Paedagogiske Universitetsforlag . Reprinted (2010) in J. Blackmore, M. Brennan, and L. Zippin (Eds) Re-Positioning University Governance and Academic Work. Rotterdam: Sense Publishers 133-145

Gannon, S. & Davies, B. (2007). Postmodern, poststructural and critical perspectives. In S. Nagy Hesse-Biber (Ed.), Handbook of feminist Research: Theory and Praxis (pp. 71-106). Thousand Oaks: Sage.

Davies, B. & Saltmarsh, S. (2006). Gender and literacy. In B. Francis (Ed.), Gender and Education Handbook (pp. 236-248). Thousand Oaks: Sage.

Davies, B., & Gannon, S. (2005). Feminist/ Poststructuralism. In C. Lewin & B. Somekh (Eds.), Research Methods in the Social Sciences (pp. 318-325). Thousand Oaks: Sage. 

Caiger, J., Davies, B., Leigh, B., Orton, J. & Rice, A. (1996). Education. In A. Milner (Ed.), Australia in Asia. Comparing Cultures (pp. 69-103). Melbourne: Oxford University Press.

 

OCCASIONAL ARTICLES

Davies, B. (1996). What makes Australian education strange? Australian education in the Asian context. Symposium Proceedings: Australia in its Asian Context, Occasional Paper Series 1/1996. Academy of the Social Sciences: University of New South Wales, Kensington.

Caiger, J., Davies, B., Leigh, B., Orton, J. & Rice, A. (1994). Perceiving "Education" Australian-Asian Perceptions Project Working Paper No. 7 (pp. 1-43). Academy of the Social Sciences in Australia and the Asia-Australia Institute: The University of New South Wales.

Davies, B. (1983). Towards Non-sexist Language (pp. 1-7). Melbourne: FAUSA.

 

JOURNAL ARTICLES - Sole author

Davies, B.  (2011) Intersections between zen buddhism and deleuzian philosophy Psyche and Logos 32(1) 28-45 

Davies, B. (forthcoming 2011) Bullies as guardians of the moral order: re-thinking the origins of bullying in schools. Children and Society

Davies, B. (forthcoming 2011) Open listening: creative evolution in early childhood settings. International Journal of Early Childhood.

Davies, B. (2010) The struggle between the individualised subject of phenomenology and the multiplicities of the poststructuralist subject: the problem of agency. Reconceptualizing Educational Research Methodology 1(1) 54-68

Davies, B. (2009) Forskolan – en demokratisk tankesmedja? Modern Barndom 1/09, 25-27

Davies, B (2007) Re-thinking gender in terms of positioning, relations of power, and the ethics of responsibility. Språk och kön I nutida och historiskt perspektiv, 71, 33-44.

Davies, B. (2006). Subjectification: the relevance of Butler’s analysis for education. British Journal of Sociology of Education. Special issue. Troubling identities: reflections on Judith Butler’s work for the Sociology of Education, 27(4), 425-438. 

Davies, B. (2006). Women and transgression in the halls of academe. Studies in Higher Education: Special issue. Transgressive Possibilities: Gender in Higher Education, 31(4), 497-509.

Davies, B. (2005). Winning the hearts and minds of academics in the service of neoliberalism. Dialogue, 24(1), 26-37. 

Davies, B. (2005). Emerging trends in researching children and youth: a review essay. British Journal of Sociology of Education, 26 (1), 137-145. 

Davies, B. (2005).The Fairy Who Wouldn’t Fly: a story of subjection and agency. Journal of Early Childhood Literacy, 5 (2), 151 - 174. 

Davies, B. (2005). The (im)possibility of intellectual work in neoliberal regimes. Discourse: studies in the cultural politics of education, (26) 1, 1-14.  Excerpt published inLiteracies. Special Issue on practitioners doing the impossible and essential. 8, Spring 2008, 6.

Davies, B. (2004). Identity, abjection and otherness: creating the self, creating difference. International Journal for Equity and Innovation in Early Childhood, 2 (1), 58-80.  Reprinted (2006). In M. Arnot & M. Mac an Ghaill (Eds.), The Routledge Falmer Reader in Gender and Education, 72-90.

Davies, B. (2004). Introduction: Poststructuralist lines of flight in Australia. International Journal of Qualitative Studies in Education, 17(1), 3-9. 

Davies, B. (2003). Death to critique and dissent? The policies and practices of new managerialism and of “evidence-based practice”. Gender and Education, 15(1), 89-101.  Reprinted (2005). In B. Francis & C. Skelton (Eds.), A Feminist Critique of Education, 1-320. Routledge.        

Davies, B. (2001). Den vetenskapliga metodens förförelse, eller: hur vi kan övertalas att biologin är ett öde, Kvinnovetenskaplig tidskrift no 1. 69-84 (translated John Swedenmark)

Davies, B. (2000). Literacy and literate subjects in a health and physical education class. A poststructuralist analysis. Linguistics and Education, 11(4), 1-20. 

Davies, B. (1999). The discourse of love. Melbourne Studies in Education, 40(2), 41-57.

Davies, B. (1999). The Second Bridegroom: narratives of the Australian landscape and of captivities in that landscape. Interpretations, 32(1), 1-12.

Davies, B. (1997). Critical literacy in practice: language lessons for and about boys. Interpretations. Special Edition: Critical Literacies, 30(2), 36-57. 

                  Reprinted (1998). Opinion, 27(2), 12-22.

                  Reprinted (1998). ACTivATE. The Journal of the ACT Association for the Teaching of English, 13(1), 2-18.

Davies, B. (1997). The subject of poststructuralism: a reply to Alison Jones. Gender and Education, 9(1), 271-283. 

             Reprinted (2005). In B. Francis & C. Skelton (Eds.) A Feminist Critique of Education. Routledge Falmer (forthcoming).

Davies, B. (1997). Constructing and deconstructing masculinity through critical literacy. Gender and Education, 9(1), 9-30. 

              Reprinted (2008). In K. Hall, P. Murphy and J. Soler (Eds.) Pedagogy and Practice: Culture and Identities. Open University Press, 177-192

Davies, B. (1995). What about the boys? The parable of the bear and the rabbit. Interpretations 28(2), 1-17. 

Davies, B. (1991/92). A reading of a reading: a textual analysis of a "family dispute". Research on Language and Social Interaction, 25, 67-74.

Davies, B. (1992). A feminist poststructuralist analysis of discursive practices in the classroom and playground. Discourse. The Australian Journal of Educational Studies, 13(1), 49-66.

Davies, B. (1991). The concept of agency. A feminist poststructuralist analysis. Social Analysis 30 (December), 42-53. 

Davies, B. (1990). Agency as a form of discursive practice. A classroom scene observed. British Journal of Sociology of Education, 11(3), 341-361. 

Davies, B. (1990). The problem of desire. Social Problems, 37(4), 801-816. 

Davies, B. (1990). Lived and imaginary narratives and their place in taking oneself up as a gendered being. Australian Psychologist, 25(3), 76-90. 

Davies, B. (1989). The discursive production of the male/female dualism in school settings. Oxford Review of Education, 15(3), 229-241. 

Davies, B. (1989). Education for sexism: a theoretical analysis of the sex/gender bias in education. Educational Philosophy and Theory, 21(1), 1-19. 

Davies, B. (1987). Marriage and the construction of reality revisited: an exercise in rewriting social theory to include women's experience. Educational Philosophy and Theory, 19 (1), 20-28.

Davies, B. (1985). Strong women: the modern witch in the world of academe. Social Alternatives, 4, 41-46.

Davies, B. (1984). Children through their own eyes. Oxford Review of Education, 10, 275-295. 

Davies, B. (1983). The role pupils play in the social construction of classroom order. British Journal of Sociology of Education, 4, 55-69. (JIF 0.632)

Davies, B. (1982). Discrimination, affirmative action and women academics. Vestes, 25, 15-22. 

Davies, B. (1980). An analysis of primary school children's accounts of classroom interaction. British Journal of Sociology of Education, 1, 257-278. Reprinted (1991). In part in The Open University text E820 Child Development in Social Context.

Davies, B. (1979). Children's perceptions of social interactions in school. Collected Original Resources in Education, 3.

 

JOURNAL ARTICLES - Joint author

Petersen, E. B. and Davies, B. (2010). In/Difference in the neoliberalised university. Learning and Teaching in the Social Sciences 3(2) 93-109

Davies, B. & Bansel, P. (2010). Governmentality and academic work: shaping the hearts and minds of academic workers. Journal of Curriculum Theorizing July 26(3) 5-20

Wyatt, J., Gale, K., Gannon, S. and Davies, B. (2010) Deleuzian Thought and Collaborative Writing: A Play in Four Acts. Qualitative Inquiry 16 730-741

Ellwood, C., Davies, B. (2010). Violence and the moral order in contemporary schooling: a discursive analysis. Qualitative Research in Psychology 7(2) 85-98

Bansel, P., Davies, B., Laws, C., Linnell, S. (2009) Bullies, bullying and power in the contexts of schooling, British Journal of Sociology of Education. 30 (1) 59-69

Bird Claiborne, L., Cornforth, S., Davies, B., Milligan, A. & White, J. (2009). Inclusion and mastery: variations on the theme of subjection. Gender and Education 5, 1-14. 

Davies, B. & Davies, C. (2007). Having or being had by experience, Qualitative Inquiry 13(8) 1139-1159

Bansel, P., Davies, B., Gannon, S., Linnell, S. (2008) Technologies of audit at work on the writing subject: a discursive analysis, Studies in Higher Education. 33(6) 673-683

Davies, B. & Bansel, P. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education. Special issue on neoliberalism and education edited by Bronwyn Davies and Peter Bansel, 20(3), 247-260.

Davies, B., Gannon, S., Laws, C. & Edwards, J. (2007). Neoliberal subjectivities and the limits of social change in university-community partnerships. Asia-Pacific Journal of Teacher Education, 35(1), 27-39.

Davies, B. & Saltmarsh, S. (2007). Gender economies: literacy and the gendered production of neoliberal subjectivities. Gender and Education, 19(1), 1-20. 

Davies, B., Gottsche, M. & Bansel, P. (2006). The rise and fall of the neoliberal university. European Journal of Education, 41(2), 305-319. 

Davies, B. Browne, J. Gannon, S. Hopkins, L., McCann, H., & Wihlborg, M. (2006). Constituting ‘the       subject’ in poststructuralist discourse. Feminism & Psychology, 16(1), 87-103. 

Davies, B. & Bansel, P. (2005) The time of their lives? academic workers in neoliberal time(s). Health Sociology Review, 14(1), 47-58. 

Davies, B. & Petersen, E. (2005). Intellectual workers (un)doing neoliberal discourse. International Journal of Critical Psychology, 13, 32-54. 

Davies, B., Browne, J., Gannon, S., Honan, E. & Somerville, M. (2005). Embodied women at work in neoliberal times and places. Gender, Work and Organization, 12(4), 343 - 362. 

Davies, B. & Petersen, E. (2005). Neoliberal discourse in the academy: the forestalling of collective resistance. Learning and Teaching in the Social Sciences, 2(2), 77-98. 

Davies, B., Browne, J., Gannon, S., Honan, E., Laws, C., Mueller-Rockstroh, B., & Bendix Petersen, E. (2004). The ambivalent practices of reflexivity. Qualitative Inquiry, 10(2), 360-390. 

Davies, B. Flemmen, A. Gannon, S., Laws, C., & Watson, B. (2002). Working on the ground. A collective biography of feminine subjectivities: mapping the traces of power and knowledge. Social Semiotics, 12(3), 291-313. 

Davies, B., Dormer, S., Gannon, S. Laws, C. Lenz-Taguchi, H. McCann, H. & Rocco, S. (2001). Becoming schoolgirls: the ambivalent project of subjectification. Gender and Education, 13(2), 167-182. 

                  Reprinted (2010) in Torrance, H. (ed) Qualitative Research Methods in Education. Sage: London.

Dormer, S. & Davies, B. (2001). Desiring women and the (Im)possibility of being. The Australian Psychologist, 36(1), 4-9. 

Honan, E., Knobel, M., Baker, C. & Davies, B. (2000). Producing possible Hannahs: theory and the subject of research. Qualitative Inquiry, 6(1), 9-32. 

              Translated into Spanish and published as: (2001). La producción de posibles anas: La teória y el objeto de la investagación. Desencuentros: Revista de Análysis Educativo y Social 2 (May-August) 14-38.

Laws, C. & Davies, B. (2000). Poststructuralist theory in practice: working with "behaviourally disturbed" children. International Journal of Qualitative Studies in Education, 13(3), 205-221. 

Davies, B. & Bird, L. (1999). Shards of Glass: drawing attention to the constitutive power of discourse. Women's Studies International Forum, 22(1), 1-7. 

Watson, S. & Davies, B. (1998). Reading and writing the Kadaitcha Sung: a novel by Sam Watson. Interpretations, 31(1), 35-49.

Davies, B. & Whitehouse, H. (1997). Men on the boundaries: landscapes and seascapes. Journal of Gender Studies, 6(3), 237-254. 

Davies, B., Dormer, S., Honan, E., McAllister, N., O'Reilly, R., Rocco, S. & Walker, A. (1997). Ruptures in the skin of silence: a collective biography. Hecate - A Women's Studies Interdisciplinary Journal, 23(1), 62-79. 

Davies, B. & Hunt, R. (1994). Classroom competencies and marginal positionings. British Journal of Sociology of Education, 15(2), 389-408. 

Fernie, D., Kantor, R., Davies, B. & McMurray, P. (1993). Becoming a person in the preschool: creating integrated gender, school culture, and peer culture positionings. International Journal of Qualitative Studies in Education, 6(2), 95-110. 

Davies, B. & Banks, C. (1992). The gender trap. A feminist poststructuralist analysis of primary school children's talk about gender. Journal of Curriculum Studies, 24(1), 1-25.  Reprinted (1995) in Blair, M. & Holland, J. (Eds.), Debates and Issues in Feminist Research and Pedagogy, 45-69.

Baker, C. & Davies, B. (1992). Literacy and gender in early childhood. Discourse. The Australian Journal of Educational Studies 12(2), 55-67. Reprinted (1993). In Luke, A. & Gilbert, P.H. (Eds.), Literacy in contexts: Australian Perspectives and Issues. Sydney, Allen & Unwin, 55-67.

Davies, B. & Harré, R. (1991/1992). Contradiction in lived and told narratives. Research on Language and Social Interaction, 25, 1-35. 

Davies, B. & Harré, R. (1990). Positioning: The Discursive Production of Selves. Journal for the Theory of Social Behaviour, 20(1), 43-63.   Reprinted in edited form (1998) as Positioning and personhood, in R. Harré and L. van Langenhove (eds), Positioning Theory Blackwell, Oxford.32-52. Translated into Spanish and published as: (1999) Posicionamiento: la producción discursive de la identidad. Sociológica, 14(39), 215-239.   Reprintedin edited form (2000). In M. Wetherall, S. Taylor and S. Yates (Eds.), Discourse theory and practice: a reader, London, Sage. Reprinted in Davies, B. (2000). A Body of Writing, AltaMira Press.

Leach, M. & Davies, B. (1990). Crossing the boundaries: educational thought and gender equity. Educational Theory, 40(3), 321-332. 

Davies, B. & Harré, R. (1989). Explaining the Oxbridge figures. Oxford Review of Education, 15(3), 221-225. 

Baker, C. & Davies, B. (1989). A lesson on sex roles. Gender and Education, 1, 59-76. Reprinted in J. Blackmore et al. (eds), Language and Gender. Reader Deakin University Press, Geelong, 157-174.

Davies, B. & Munro, K. (1987). The perception of order in apparent disorder: a classroom scene observed. Journal of Education for Teaching, 13, 117-132.

Davies, B. & Welch, D. (1986). Motherhood and feminism: are they compatible? The Australian and New Zealand Journal of Sociology, 22, 411-426. 

Davies, B. & Rimmer, C. (1985). Women principals in Education Department high schools in Victoria. Australian Journal of Educational Administration, 23, 153-189. 

 

PROLOGUES & FOREWORDS

Davies, B. (2009). Foreword in K. Gale and J. Wyatt, Between the Two. A Nomadic Inquiry into Collaborative Writing and Subjectivity. Newcastle upon Tyne: Cambridge Scholars Publishing, vii-ix

Davies, B. (2008). Foreword in S. Pomerantz, Dressing the part: girls style and school identities. Palgrave.

Davies, B. (2005). Foreword in K.H. Robinson and C. Jones Díaz Diversity and Difference in Early Childhood Education, xi-xiii.

Davies, B. (2003). An invitation to a poetic journey to restore us to life. In Smith, P. M. Mapping the Whirled. Syncopations in the Life of a Woman Religious. Spectrum Publications, Melbourne, ix-xi.

 

 

 

    Davies, B. (forthcoming 2015) Children and community. International Handbook on Early Childhood Education. Springer

 

Davies, B. (2014) Legitimation in post-critical, post-realist times, or whether legitimation? In A. D. Reid, E. P. Hart and M. A. Peters (eds.) A Companion to Research in Education. Springer. (pp. 443-450)

 

Davies, B. (2013) A feminist line of flight with the fairy who wouldn’t fly. In E. Sodergerg, M. Osterberg and B. Formark (Eds). Flicktion. Perspectiv pa flickan I fiktionen. Malmo: Universus Academic Press.

 

 

Davies, B. (2013) Normalization and emotions. In K. G. Nygren and S. Fahlgren (Ed) Mobilizing Gender Research: Challenges and Strategies. Forum for Gender Studies Mid Sweden University working Papers 5 (pp. 21-30)

 

Davies, B. (2013) A feminist poststructural approach to environmental education research. In Robert B. Stevenson, Michael Brody, Justin Dillon, & Arjen E. J. Wals (Eds) International Handbook of Research on Environmental Education. (pp. 480-486) New York: Routledge with AERA

 

Davies, B. (2011) Listening. A radical pedagogy. In Fahlgren, S. (Ed). Challenging Gender: Normalization and Beyond. Forum for genusvetenskap: Mid-Sweden University, Sundsval

 

Davies, B. (2009). Life in Kings Cross. A play of voices. In A. Jackson & L. Mazzei (Eds.)Voice in Qualitative Inquiry: Challenging Conventional, Interpretive and Critical Conceptions in Qualitative Research. (pp. 197-220)New York: Routledge.

Davies, B. (2008) Practicing collective biography. In A. Hyle and J. Kauffman (Eds.)Dissecting the Mundane: International perspectives on memory-work. (pp. 58-74)University Press of America

Davies, B. (2008). Re-thinking ‘behaviour’ in terms of positioning and the ethics of responsibility. In A. M. Phelan & J. Sumsion (Eds.) Critical Readings in Teacher Education. Provoking Absences (pp. 173-186) Sense Publishers: Netherlands.

Davies, B (2009). (trans) K. Zabrodska, Jak znovu-promyslet 'chovani' v pojmech umistovani a etiky odpovednosti, Biograf

Davies, B. (2006). Identity, Abjection and Otherness: Creating the self, creating difference. In M. Arnot & M. Mac an Ghaill, The Routledge Falmer Reader in Gender and Education (pp. 72-90). London: Routledge. (previously published as Identity, abjection and otherness: creating the self, creating difference.  International Journal for Equity and Innovation in Early Childhood 2 (1): 58-80, 2004.) 

Davies, B. (2003). Working with primary school children to deconstruct gender. In C. Skelton & B. Francis (Eds.), Boys and Girls in the Primary Classroom (pp. 134-151). Maidenhead: Open University Press.

Davies, B. (2003). Positioning the subject in body/landscape relations. In R. Harré & F. Moghaddam (Eds.), The Self and Others: Positioning Individuals and Groups in Personal, Political and Cultural Contexts (pp. 279-295). Greenwood: Praeger. 

Davies, B. (2003). Dissemination, or critique and transformation? In B. Francis & C. Hughes (Eds.), Disseminating Qualitative Research. (pp. 110-122). Maidenhead: Open University Press.

Reviewers of Listening to Children wrote:

“I am amazed by the richness and warmth of the texts. I was confronted with a way of thinking that should be introduced in all teacher/pedagogical training. The creative effect of the texts can be situated on different levels:

• On the ‘square millimeter’ of the moments with children and teachers, where listening is an ethical activity in each moment instead of a linear process to be organized in a step-by-step ‘procedure’;

• On an intercultural level in different countries, Davies takes us to meetings from her own neighborhood to Sweden and back;

• On an abstract level of different theoretical/philosophical backgrounds, I think no one in the world can link abstract concepts of Barad, Butler, Deleuze … with ‘real life’ realities like Bronwyn Davies is doing. While she is doing this she is opening opportunities for bringing, for example, teacher training to a level that exceeds the technical;

• On a methodological level by the introduction of the concept of ‘diffraction’, and challenging the concept of reflection. This is very courageous because it is like swimming against a stream full of ‘reflective practitioner’ slogans.

The texts of this book can be seen as ethical-political because they offer a powerful discourse pleading for uncertainty. Identities are not fixed but flexible and nomadic. Self is seen as something that … has to be discovered as active (read: emergent/changing) rather than a fixed state of being.”

Dr Geert Van Hove
Ghent University/Free University Amsterdam, Holland

“The book focuses on the intra-action among children and also between children and adults, professionals and educators working especially with young children. It draws attention to important issue of how to move towards emergent listening and to anticipating ethical questions, which appear in intra-actions with children. Through the analyses in different settings, the book provides a new understanding of what emergent listening requires of us, and what intra-action is, and how children, community and its materials can become continuously legitimate actors in the encounters within a community. The well-organized introduction and interesting and profound knowledge of the studied domain gives the reader a clear picture of the studied settings. The research data is valuable in its distinctiveness, and the illuminating manner of the book gives interesting insights to life in these communities. The contribution of this book is in the thought provoking presentation of exceptional data, depicting the multiplicity and ambivalence of the day-to-day encounters among children, and also between children and adults.

As the aim of the book is to open up, and clarify, the multiple agencies that are functioning together, it can be seen to work against the taken-for-granted presuppositions concerning the interactions between adults and children. The author’s own novel conceptualizations are thorough and detailed, redefining the terms used, and opening up the concepts to make them clearly comprehensible … The theory supports the argument of what listening to children means, how it is generated, and how the children can be produced as legitimate political agents and subjects. These conceptualizations succeed in bringing a novel insight to theories of encounters in pedagogy … Studies of children always require ethical inquiry, which the author provides by opening up the studied encounters in minute detail.

There is a need for this kind of novel view in early childhood education and pedagogy.

This kind of literature is scarce, and this book offers a unique and novel new opening. Professor Bronwyn Davies is a well-known and highly appreciated expert in the studies of education in Finland and in Scandinavia.

Professor Davies’ thinking and theorizing is one of a kind; she has based these new ideas on her well-established and distinctive earlier thinking about the subject and its connection to the world. Nevertheless she manages to ‘ascend’ to different levels each time she writes, and succeeds in ‘renewing’ herself and her thinking in each new book.

I see this book as unique in its methodological approach, as well as in its very own pedagogical approach.”

Teija Rantala
University of Helsinki, Finland

“In this book we are taken on a journey, a flight, exploring possibilities of becoming communities. Davies uses encounters at a Reggio-Emilia-inspired preschool in Sweden to open wonderful possibilities for researching in ways that are not restricted and confined but mobile, intra-active and multiple. Her ways of making sense of analysis as emergent and unpredictable and, at the same time, her analysis of the contribution of Deleuze and Barad takes the reader beyond the preschool to really understanding the ways we are multiple, mobile, intra-active and always becoming. This analysis makes a significant contribution to the work of preschools in particular and also to all researchers whose desire is to explore the not-yet-known.

Davies’ exploration of emergent listening inspires the reader to really think about listening as relational, and as taking us to new and creative places. She uses stories/data from a collective biography workshop, a Reggio-Emilia-inspired preschool and from her own local community to analyse the complexity of being-knowing-becoming. This analysis really takes theorising on amazing lines of flight that can inform thinking, policy and practice about learning for years to come. As well, she teases out ideas about anger, going almost beyond post-structuralism. Her use of Deleuze, Buddhist thought and Barad demonstrates how using a diffractive analysis might take us as practitioners and researchers to amazing places. Then her analysis of art-making with a young girl in her neighbourhood takes the reader into the personal and everyday and shows how this ‘data’ can be used to extend thinking through diffractive analyses. The moments of ‘ah-ha’ are multiple, as new ways of making sense of data, including the everyday, are made possible. The book, finally, takes the reader to a new narrative for a well-loved story, bringing together all the new ideas in the book about agency, meaning-making, ethics, community, listening to children – and experimenting. In reading this book I am excited by the future possibilities of listening to children, learning and researching – all at the same time. It is, for the reader, a wonderful beginning.”

Dr Cath Laws
Australian Catholic University, Australia

 

Davies, B., Halvars-Franzén, B., Lenz Taguchi, H., Moinian, F., Ohrlander, K., & Palmer, A. (2015). Becoming selves with/in landscapes and across borders. In M. Peters & A. de Alba (Eds) Subjects in Process. Paradigm Press.

Gannon, S. and Davies, B. (2012) Queering High School At Summer Heights . In Robinson, K. and Davies, C. (Eds) Queer and Subjugated Knowledges: Generating Subversive Imaginaries. UAE: Bentham Science Publications  eISBN: 978-1-60805-339-1

Davies, B. and Gannon, S. (2008). Hanging on and flying. In J. G. Knowles, S. Promislow and A. L. Cole (Eds) Creating Scholartistry: Imagining the arts-informed thesis or dissertation.(312-324) Halifax: Backalong Books.

Bansel, P. & Davies. B. (2007). Through love of what neoliberalism puts at risk. In J. Kofoed & D. Staunæs (Eds.), Magtballader (pp 38-55). Copenhagen:  Danmarks Paedagogiske Universitetsforlag 

Davies, B. & Gannon, S. (forthcoming). Hanging on and flying. In G. Knowles, A. Cole, L. Neilsen & S. Promislaw (Eds.), Creating Scholartistry: Imagining the Arts-informed Thesis or Dissertation. Halifax, Nova Scotia: Backalong Books. 

Gannon, S. & Davies, B. (2007). Postmodern, poststructural and critical perspectives. In S. Nagy Hesse-Biber (Ed.), Handbook of feminist Research: Theory and Praxis (pp. 71-106). Thousand Oaks: Sage.

Davies, B. & Saltmarsh, S. (2006). Gender and literacy. In B. Francis (Ed.), Gender and Education Handbook (pp. 236-248). Thousand Oaks: Sage.

Davies, B., & Gannon, S. (2005). Feminist/ Poststructuralism.  In C. Lewin & B. Somekh (Eds.), Research Methods in the Social Sciences (pp. 318-325). Thousand Oaks: Sage. 

Caiger, J., Davies, B., Leigh, B., Orton, J. & Rice, A. (1996). Education. In A. Milner (Ed.),Australia in Asia. Comparing Cultures (pp. 69-103). Melbourne: Oxford University Press.

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