Dr Fee Mozeley
Lecturer
School of Humanities, Creative Ind and Social Sci
Career Summary
Biography
Fee's teaching philosophy is grounded in feminist popular education principles. The feminist uptake of emergent design within popular education emphasises planning and design based on openness (transparency in processes), trust (relational understandings and empathy) and flexibility (feeling, reading and intuiting group dynamics and needs). Sociologist Norman Denzin notes that constructivist learning environments require “emergent designs and emergent understandings” (1994, 502). David Cavallo later coined ‘emergent design’ as “the conceptual space where the purposeful stance implied by the word ‘design’ mates with the openness implied by the word ‘emergent’’ (2000, 774). When understood in this way, her curriculum design and delivery are rigorous and receptive.
Qualifications
- Doctor of Philosophy, University of Sydney
- Bachelor of Arts, University of Newcastle
- Bachelor of Arts (Honours), University of Newcastle
Keywords
- Colonially informed patriarchies
- Ethnographic research
- Immersive 'slow-deep' scholarship
- Intersectional feminisms
- Social Change
- Social Policy
- Socio-cultural understandings
- Sociology of stories and storytelling
- Story-based research practices
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 441004 | Social change | 30 |
| 441002 | Environmental sociology | 20 |
| 441010 | Sociology of gender | 50 |
Professional Experience
UON Appointment
| Title | Organisation / Department |
|---|---|
| Lecturer | University of Newcastle School of Humanities, Creative Ind and Social Sci Australia |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (1 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2014 |
Hodge P, Wright S, Mozeley F, 'More-than-human theorising - Inclusive communities of practice in student practice-based learning', 83-102 (2014) [C1] How might deeply embodied student experiences and nonhuman agency change the way we think about learning theory? Pushing the conceptual boundaries of practice-based learning and c... [more] How might deeply embodied student experiences and nonhuman agency change the way we think about learning theory? Pushing the conceptual boundaries of practice-based learning and communities of practice, this chapter draws on student experiential fieldwork 'on Country' with Indigenous people in the Northern Territory (NT), Australia, to explore the peculiar silence when it comes to more-than-human1 features of situated learning models. As students engage with, and learn from, Indigenous epistemologies and ontologies, they become open to the ways their learning is co-produced in and with place. The chapter builds a case for an inclusive conceptualisation of communities of practice, one that takes seriously the material performativity of nonhuman actors - rock art, animals, plants and emotions in the 'situatedness' of socio-cultural contexts. As a co-participant in the students' community of practice, the more-than-human forms part of the process of identity formation and actively helps students learn. To shed light on the student experiences we employ Leximancer, a software tool that provides visual representations of the qualitative data drawn from focus groups with students and field diaries. Copyright © 2014 by Emerald Group Publishing Limited.
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Nova | |||||||||
Journal article (3 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2023 |
Mozeley F, Judge SK, Long D, McGregor J, Wild N, Johnston J, 'Things That Tell: An Object-Centered Methodology for Restorying Women's Longing and Belonging', QUALITATIVE INQUIRY, 29 610-621 (2023) [C1]
|
Nova | |||||||||
| 2019 | Mozeley E, 'Generative and Transformative Feminist Narratives of Women Knowing Otherwise', Open Journal of Women s Studies, 2 1-8 (2019) | ||||||||||
| 2019 |
Mozeley F, McPhillips K, 'Knowing Otherwise: Restorying Intuitive Knowing as Feminist Resistance', Women's Studies, 48 844-861 (2019) [C1]
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Nova | |||||||||
Research Supervision
Number of supervisions
Current Supervision
| Commenced | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2024 | PhD | Tracing Cultural Threads: An Anthropological Study of the Rohingya Community Diaspora in Bangladesh | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Research Collaborations
The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.
| Country | Count of Publications | |
|---|---|---|
| Australia | 3 |
Dr Fee Mozeley
Position
Lecturer
School of Humanities, Creative Ind and Social Sci
College of Human and Social Futures
Contact Details
| fee.mozeley@newcastle.edu.au |