A process of (un)becoming : life history and the professional development of teachers

This chapter traces the story of Sue, an elementary school teacher in Australia, and the process of (un)becoming that marked her experience of negotiating an identity as a teacher of a new anti-racist school curriculum entitled Studies of Asia. The concept of becoming is saturated with positive, progressive insinuations of growth, development and forward movement. Yet the process of becoming (someone? something?) is never a calm, linear course. It is a knotty path full of twists and turns that always involves, if only partially and in passing, a process of loss, abandonment or (re)alignment of subjectivity and identity. It is this doubleness of simultaneously making and unmaking the self that is captured in the notion of (un)becoming and that is the focus of Sue’s story in this chapter

Evaluation of the YWCA NSW Aboriginal women\u27s wellbeing education program 2010-2011

An evaluation of the effectiveness of the YWCA NSW Aboriginal Women\u27s Wellbeing Program which sought to collaborate with and support local communities to further develop the knowledge, skills and practical strategies of Aboriginal women in establishing healthier living practices for themselves and their families

Is the doctorate in crisis?

This is the published version: Halse, Christine 2007, Is the doctorate in crisis?, Nagoya journal of studies in higher education, vol. 7, pp. 321-337

Unraveling ethics : illuminating the moral dilemmas of research ethics

This essay offers a critical, reflective analysis of some of the sticky moral questions that can entangle feminist researchers as they work to transform a research proposal into an application for ethics committee approval