It is two years since I left my secure job in a university to become an independent scholar. I left because I could no longer bear what neoliberalism was doing to academic work. I am, like many scholars, deeply wedded to my work, so leaving the institutional framework that had made my work possible, was not a decision I made lightly. The current micro-management of universities is driven by government, but played out by university managers -- on and through the bodies of academic workers. It fosters a culture that over-rides practical wisdom, negates professional knowledge, and destroys trust.

Ever since government worked out in the 1980s how to manipulate universities through controlling the purse-strings, university managers have capitulated to its will. In Australia it was Dawkins who discovered that the long and intractable resistance to amalgamations between universities and colleges could be dissolved overnight by making funding dependent on the size of the university (that size being just bigger than any un-amalgamated university). There was no push to amalgamate, Dawkins announced, but notice your funding will reduce each year by a substantial percentage if you are under the required size. The universities’ resistance gave way overnight.

                    ADDRESS:    20/11 Springfield Ave,  Potts Point,  NSW 2011, AUSTRALIA

 PHONE:  (61 2) 9380 7257;  (61) 0407 212 943

 E-MAIL:   This email address is being protected from spambots. You need JavaScript enabled to view it.


 DATE OF BIRTH:   10 January, 1945

 NATIONALITY:  Australian

 CURRENT POSITIONS: Independent scholar and Professorial Fellow, University of Melbourne and Visiting Professor, Macquarie University 2011

 PREVIOUS POSITION:   Professor, University Western Sydney

 DEGREES:   B.A. (Psychology and English); Dip.Ed.; B.Ed.; Ph.D. (UNE); Hon. Doc. (Uppsala)

Bronwyn Davies is an independent scholar based in Sydney, Australia. She is also a Professorial Fellow at the University of Melbourne and a visiting Professor at Macquarie University. The distinctive features of her work are, on the one hand, her development of innovative social science research methodologies incorporating elements of the visual, literary and performative arts, and, on the other, its strong base in the conceptual work of poststructuralist philosophers such as Deleuze and Foucault and Nancy. Her research explores the discursive practices and relations of power through which particular social worlds are constituted. She is well known for her work on gender, for her work with collective biography, and her writing on poststructuralist theory. Current projects include:

 Gender and Education

This project addresses the question of gender and education in the new decade. Since social change depends on a change of narrative, it asks what the new narrative might be for girls in the new decade. Taking a fairy story, The Fairy-who-wouldn’t fly, written in the 1940s and rewritten in the 1970s, and rewriting it for the current period, this paper offers a new narrative and offers an analysis of why the elements drawn on in this rewriting are relevant to the decade to come.

 Deleuze and pedagogy

Earlier work on body-landscape relations, and on enabling pedagogies, has shifted toward the development of a theory of place in pedagogical settings. This has led to the 2009 book Pedagogical Encounters, co-edited with Susanne Gannon and including work with Peter Bansel, Catherine Camden Pratt, Constance Ellwood and Katerina Zabrodska.

A further book with Gannon, Somerville, Power and de Carteret, Place Pedagogy and Change, is published with Sense Publishers in 2011.

 Deleuze and collaborative writing

A collaborative project with Susanne Gannon at UWS, and with UK scholars Jonathan Wyatt and Ken Gale, takes up a Deleuzian approach to collaborative writing. The book from this project was published by Peter Lang in 2011 and opens up both Deleuzian philosophy to a new reading and shows what that philosophy looks like when put into practice. Using a combination of collective biography and nomadic writing, this book develops a radically new approach to the collaborative act of writing. Norm Denzin wrote of it: “This four-voiced engagement with Deleuze brilliantly moves collaborative writing into new spaces. The text explores uncharted topics, including all the transgressive poetic places between ontology, ethics and nightmares. In [these authors’] hands, writing becomes more than a method of inquiry, it is a way of being in the world. And once you enter this space, you can never go back.”

 Open Listening

Drawing on poststructural philosophers Deleuze, Nancy, and Bergson, and also on Buddhist philosophy, the current and ongoing papers on open listening will be drawn together in a book that re-thinks ethical pedagogical practice in the context of early childhood education. This work draws on observations in Reggio Emilia inspired preschools in Sweden.

 Pierre Riviere

This project re-visits Foucault’s book on Pierre Riviere. The documents gathered together in Foucault’s book are being re-analysed and new questions asked about the extraordinary story of this young French man who lived in the 1830s in rural France. With Jane Speedy and her colleagues in Bristol, a special issue on Pierre Riviere has been submitted to Emotion, Space and Society.

 Buddhism and Education

This is a new project looking at the areas of overlap between Buddhist philosophy and poststructuralist theory, opening up the implications for pedagogical practice. It is being carried out jointly with Kevin Kumashiro and Connie North in the US, and Constance Ellwood and Sharn Rocco in Australia. Psyche and Logos is currently publishing “Intersections between zen buddhism and deleuzian philosophy”. At the Congress of Qualitative Inquiry 2011 I will present my paper “Dealing with anger and fear differently in the early childhood context”. This paper opens up new ways of thinking about anger and fear, and a new way of interacting with emotions, that involves a different understanding of what it means to be human, drawing in particular on Barad’s work and on the Buddhist teaching of Thich Nhat Hanh. I draw on a children’s story about anger and on my own observations of children at play to develop these new understandings.



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 into Hindi (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


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). 



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.



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.



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

DavDDavies, 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 in Literacies. 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.    Reprinted in 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. 



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.


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Social change involves the evolution of a new narrative, a new way of making sense of  who we are  and why we do what we do. In this paper Bronwyn Davies drew on her work with preschool children, in particular their readings of The Paperbag Princess, a story that opened up the possibility, new in the 1980s, that girls might be heroic and, in the end, abandon the romantic storyline in which one longs to marry the prince and live happily ever after.