Associate Professor Megan Watkins
- Areas of Research/Teaching Expertise
- Grants/Current Projects
- Seleted Publications
Megan Watkins is Associate Professor in the School of Education and member of ICS. Her research interests lie in the cultural analysis of education and the formation of human subjectivities. In particular, her work engages with issues of pedagogy, embodiment, discipline and affect and the interrelation of these to human agency. These interests mesh with her exploration of the impact of cultural diversity on education and the ways in which different cultural practices can engender divergent habits and dispositions to learning. Megan also has extensive experience as a literacy educator, conducting pioneering work in the field of genre-based approaches to teaching writing and post-progressivist pedagogies. She is a recipient of two Australian Research Council (ARC) Linkages grants: Rethinking Multiculturalism/ Reassessing Multicultural Education and Discipline and Diversity: Cultural Practices and Dispositions of Learning.
She has worked in a consultancy capacity for the New South Wales Department of Education and Training and the Australian Curriculum Corporation.
PhD, 2003, Humanities, University of Western Sydney, Australia
Master of Linguistics, 1997, Macquarie University, Australia
BA Dip Ed., 1982, Macquarie University, Australia
Cultural Pedagogies; Affect; Habit and Embodiment; Education; Literacy; Qualitative Research Methodologies
2010 - 2013: Watkins, M. and Noble, G. Rethinking Multiculturalism/ Reassessing Multicultural Education. ARC Linkages Grant. Research Partners: NSW Department of Education and Training, NSW Institute of Teachers.
2008 - 2009: Watkins, M. and Noble, G. Reassessing Multicultural Education Pilot Project. NSW Department of Education and Training Commissioned Research.
2006 - 2008: Noble, G. and Watkins, M. Parents, Diversity and Cultures of Home and School. Department of Education and Training Commissioned Research.
2005 - 2007: Noble, G. and Watkins, M. Discipline and Diversity: Cultural Practices and Dispositions of Learning. ARC Linkages Grant. Research Partner: NSW Department of Education and Training.
2004: Watkins, M. - University of Western Sydney Seed Grant - Questions of Desire and Subjectivities of Teaching
Watkins, M and Noble, G. 2013, Disposed to Learn: Schooling, Ethnicity and the Scholarly Habitus. London and New York: Bloomsbury.
Watkins, M. 2011, Discipline and Learn: Bodies, Pedagogy and Writing (opens in a new window), Rotterdam: Sense Publications.
Knapp, P. and Watkins, M. 2005, Genre, Text, Grammar: Technologies for Teaching and Assessing Writing (opens in a new window), Sydney: UNSW Press. [US Edition, 2005, University of Washington Press. Korean Language Edition, 2007, Pagijong Press. Indian Edition, 2010, Orient BlackSwan].
Noble, G. and Watkins, M. 2011, 'The Productivity of Stillness: Composure and the Scholarly Habitus', in, Bissell, D. and Fuller, G. (eds), Stillness in a Mobile World (opens in a new window), London and New York: Routledge, pp 107-124.
Watkins, M. 2010, 'Desiring Recognition, Accumulating Affect', in, Gregg, M. and Seigworth, G. J. (eds), The Affect Theory Reader (opens in a new window), Durham: Duke University Press, pp 269-285.
Watkins, M. 2010, 'Discipline, Diversity and Agency: Pedagogic Practice and Dispositions to Learning', in, Millei, Z., Griffiths, T. G. and Parkes, R. J. (eds), Re-Theorizing Discipline in Education: Problems, Politics, and Possibilities, New York: Peter Lang, pp 59-75.
Watkins, M. 2009, ‘Deleuze, Habit and the Literate Body’, in, Masny, D. and Cole, D. R. (eds), Multiple Literacies Theory: A Deleuzian Perspective, Rotterdam: Sense Publishers, pp 31-49.
Refereed Journal Articles
Watkins, M. (2011). Complexity Reduction, Regularities and Rules: Grappling with Cultural Diversity in Schooling. Continuum: Journal of Media and Cultural Studies, 25(6): 841-856.
Watkins, M. 2011, 'Teachers' Tears And The Affective Geography Of The Classroom', Emotion Space and Society, 4(3): 137-143.
Noble, G. and Watkins, M. 2009, ‘On the Arts of Stillness: For a Pedagogy of Composure’, Media/Culture Journal, 12(1).
Watkins, M. 2008, 'Teaching Bodies/Learning Desire: Rethinking the Role of Desire in the Pedagogic Process', Pedagogy, Culture and Society, 16(2): 113-124.
Watkins, M. 2007, 'Disparate Bodies: The Role of the Teacher in Contemporary Pedagogic Practice', British Journal of the Sociology of Education, 28(6): 767-781.
Watkins, M. 2007, 'Critical Theory and Critical Pedagogy Today: Toward a New Critical Language in Education - A Review', Theory, Culture and Society, 24(4): 146-152.
Watkins, M. 2007, 'Thwarting Desire: Discursive Constraint and Pedagogic Practice', Qualitative Studies in Education, 20(3): 301-318.
Watkins, M. 2006, 'Pedagogic Affect/Effect: Embodying a Desire to Learn', Pedagogies, 1(4): 269-282.
Watkins, M. 2005, 'The Erasure of Habit: Tracing the Pedagogic Body', Discourse: Studies in the Cultural Politics of Education, 26(2): 167-181.
Watkins, M. 2005, 'No Body, Never Mind: Interest, Affect and Classroom Practice', M/C Journal, 8(6).
Noble, G. and Watkins, M. 2003, 'So, how did Bourdieu Learn to Play Tennis? Habitus, Consciousness and Habituation', Cultural Studies, 17(3-4): 520-539.
Watkins, M. 1999, 'Policing the Text: Structuralism's Stranglehold on Australian Language and Literacy Pedagogy', Language and Education, 13(2): 118-132.
Watkins, M. 1997, 'Textual Recipes: Language Pedagogy and Classroom Discourse', Southern Review, 30(3): 287-301.
Watkins, M. 1997, 'The Damnation of Demidenko-Interview or Inquisition? Towards a Pragmatic Interpretation of Genre', Social Semiotics, 7(1): 53-73.
Cardona, B., Watkins, M. and Noble, G. 2009, Parents, Diversity and Cultures of Home and School, Centre for Cultural Research, University of Western Sydney.
Watkins, M. and Noble, G. 2008, Cultural Practices and Learning: Diversity, Discipline and Dispositions in Schooling, University of Western Sydney.