Here are some of the readings that group members have discussed:

Education and Theory Reading Network


  • Chris Winch, Alis Oancea, Janet Orchard (2013) The Contribution of Educational Research to Teachers’ Professional Learning - Philosophical Understandings
  • Jeffrey Pocock (2013) Problems with Generalization in Education Research, Their Consequences, and Their Implications
  • Carr, W. (2006) Education without Theory British Journal of Educational Studies, 54(2).
  • Thomas, G. (1997) What's the use of theory? Harvard Educational Review, 67 (1).
  • O’Neill, K. (2012) Designs that fly: what the history of aeronautics tells us about the future of design-based research in education International Journal of Research & method in Education, 35(2).






Living with Difference Network






  • Renold, E. and Ringrose, J. (2008) Regulation and rupture : Mapping tween and teenage girls' resistance to the heterosexual matrix. Feminist Theory, 9, 313 – 338.
  • Deleuze and Guattari (1987) Introduction: Rhizome in Deleuze and Guattari A Thousand Plateaus: Capitalism and Schizophrenia, University of Minnesota Press: Minneapolis, London.
  • Braidotti, R. A Critical Cartography of Feminist Post-postmodernism. Australian Feminist Studies, Vol 20, No 47, 169-180.
  • Boyne, R. (1990) Chapter 5 Post Hierarchical Politics in Boyne, R. Foucault Derrida. The Other Side of Reason, 123-165.
  • Contu, A. (2008) Decaf Resistance On Misbehavior, Cynicism, and Desire in Liberal Workplaces. Management Communication Quarterly, 21(3), 364-379.
  • Edward Docz. (2011) Postmodernism is dead. Prospect, Issue 185.
  • Kirby, Alan (2006) The Death of Postmodernism And Beyond. Philosophy Now.
  • Young, M.F.D. (2011) Curriculum theory and the problem of knowledge: a personal journey and an unfinished project OR Why educators must differentiate knowledge from experience. Pacific Asian Educational Consortium Journal, No 1.


  • Sennett, Richard. Respect: The Formation of Character in a World of Inequality.
  • Bowring, F. (2011) Comparing Bauman and Arendt: Three Important Differences. Sociology, 45(1), 54-69.
  • Blunden, Andy. (2009) An Interdisciplinary Concept of Activity. Outlines, 1, 1-26.
  • Arendt, Hannh. The Crisis in Education.
  • Biesta, G.J.J. A New Logic of Emancipation: the methodology of Jacques Rancière. Educational Theory, 39-59.
  • Osberg, D.C. (2010) Knowledge is not made for understanding. It is made for cutting. Complicity: An International Journal of Complexity and Education, 7(2), iii-viii.
  • Scott, S. (2010) Revisiting the Total Institution: Performative Regulation in the Reinventive Institution. Sociology, 44(2), 213-231.


  • Coulthard, G.S. (2007) Subjects of Empire: Indigenous Peoples and the ‘Politics of Recognition’ in Canada. Contemporary Political Theory, 6, 437-460.
  • Cunliffe, L. Wittgenstein’s and Gombrich’s Parallel Therapeutic Projects for Modernity and Art Education
  • Benhabib , Seyla. (1999) Citizens, residents, and aliens in a changing world: Political membership in the Global Era. Social Research, 66, 3, 709-744.
  • Ernest, P. (2007) Globalization, Ideology and Research in Mathematics Education, in Vithal, R., Setati, M and Malcolm, C., Eds., (2007) Methodologies for Researching Mathematics, Science and Technological Education in Societies in Transition, Cape Town, South Africa: Heinemann.
  • Joas, Hans. Values Versus Norms: A Pragmatist Account of Moral Objectivity. The Hedgehog Review, Fall 01.