10.45-12.45 (2001) Gender Norms and (Hetero)normativity Negotiating heteronormative ‘bullying’ discourses in US, UK and Australia. Convened by Jessica Ringrose Jessica Ringrose, UCL Institute of Education Posthuman performativity and bullying: Victoria Rawlings & Lancaster University exploring the intra-acting discursive and material agents producing heterosexual gender at school (research conducted in Australia and UK) Melissa J. Smith Queering Education Quiet girls and active boys: Research Institute (QuERI) heteronormative gender roles in teacher and University of Central allies’ classroom (research conducted in Arkansas USA) Elizabethe Payne Queering Education Transgender kiss and the spectre of Research Institute (QuERI) sexual predation: elementary educators’ and City University of New talk about a MTF transgender child’s York romantic awakenings (research conducted in USA) Marisa Ragonese School of Social Work, Shifter perspective: conducting Graduate Centre, City workshops on homophobic University of New York (research conducted in USA) 10.45-12.45 (2002) Research Methods and Methodology Entangled Mundanity: Matter and Meaning in Education: Research Practices. Convened by Carol Taylor Carol Taylor Sheffield Institute of Mundane disturbances: Education theorizing the inconsequential materiality of educational spaces Emily Danvers University of Sussex Critical thinking and higher education: thinking between Barad and Ahmed Maria Tamboukou Centre for Narrative Lunch hour in New York or Research, University of East narrative phenomena London in the archive Christina Hughes University of Warwick Exploring the ecology of value attribution: The case of number in debates concerned with access and progression to HE 10.45-12.45 (2012) The medicalization of health and gender Medical-ised pedagogies and subjectivities Alexandra Müller, University of Cape Disrupting the monolith with micro Veronica Mitchell Town rebellions: a teaching intervention to and Chivaugn challenge hetero-patriarchy at a South Gordon African medical school Maria Tsouroufli London Affective pedagogy as a gendered form of Metropolitan academic professionalism in Greek Medical
10.45-12.45 (2001) Gender Norms and (Hetero)normativity Negotiating heteronormative ‘bullying’ discourses in US, UK and Australia. Convened by Jessica Ringrose Jessica Ringrose, Victoria Rawlings UCL Institute of Education & Lancaster University Posthuman performativity and bullying: exploring the intra-acting discursive and material agents producing heterosexual gender at school (research conducted in Australia and UK) Melissa J. Smith Queering Education Research Institute (QuERI) and University of Central Arkansas Quiet girls and active boys: heteronormative gender roles in teacher allies’ classroom (research conducted in USA) Elizabethe Payne Queering Education Research Institute (QuERI) and City University of New York Transgender kiss and the spectre of sexual predation: elementary educators’ talk about a MTF transgender child’s romantic awakenings (research conducted in USA) Marisa Ragonese School of Social Work, Graduate Centre, City University of New York Shifter perspective: conducting workshops on homophobic (research conducted in USA) 10.45-12.45 (2002) Research Methods and Methodology Entangled Mundanity: Matter and Meaning in Education: Research Practices. Convened by Carol Taylor Carol Taylor Sheffield Institute of Education Mundane disturbances: theorizing the inconsequential materiality of educational spaces Emily Danvers University of Sussex Critical thinking and higher education: thinking between Barad and Ahmed Maria Tamboukou Centre for Narrative Research, University of East London Lunch hour in New York or narrative phenomena in the archive Christina Hughes University of Warwick Exploring the ecology of value attribution: The case of number in debates concerned with access and progression to HE 10.45-12.45 (2012) The medicalization of health and gender Medical-ised pedagogies and subjectivities Alexandra Müller, Veronica Mitchell and Chivaugn Gordon University of Cape Town Disrupting the monolith with micro rebellions: a teaching intervention to challenge hetero-patriarchy at a South African medical school Maria Tsouroufli London Metropolitan Affective pedagogy as a gendered form of academic professionalism in Greek Medical
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