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Dr Zsuzsanna Millei

Senior Lecturer

School of Education

Reassessing socialist education

Dr Zsuzsa Millei urges a rethinking of educational theory and practice that cuts through ideological preconceptions.

reassessing socialist educationWhen the Cold War thawed two decades ago, former socialist states of Eastern Europe were quick to dispense with many of the hallmarks of their old regimes in their rush to emulate the West. In some countries, that included the partial or full dismantling of state-controlled, universal public education.

As a child growing up in Hungary, Dr Zsuzsa Millei experienced education under a socialist government. Now, as an early career comparative education researcher specialising in early childhood, she argues that elements of those models have been too readily dismissed in the post-socialist era and warrant reappraisal as part of the global debate on expanding opportunity and equity in education.

"I am very passionate about bringing to light the practices, theories and applications of alternative systems that have potential to solve some of the issues we are struggling with today in early childhood education," says Millei, who is part of a research program funded for two years within the Educational Research Institute Newcastle (ERIN) that aims to build on a growing cluster of research expertise in comparative and international education.

Initially psychology-trained, Millei moved into the education field after leaving Hungary, studying first in Canada then completing a doctorate in Western Australia that focused on the conception of 'the child' through the history of early childhood education in that state. A move to the University of Newcastle in 2008 ignited an interest in comparative education, which she has continued to develop from a critical stance, drawing on her interests in education, politics and sociology.

Millei has closely studied the education systems of both Hungary and Slovenia, where many elements of the school structures that existed under socialism remain. Her research has also extended into Latvia and Lithuania.

"Hungary has a very extensive system of early childhood education, so it makes an interesting case study at a time when there is a drive in western countries for more widespread and higher quality education at preschool level," she says.

Millei attributes high participation rates in early childhood education in Hungary to the large investment the socialist government made into the development of a universal system of education for children aged from three to six. There, a full-day format is offered five days a week, integrated with health and social welfare programs. She argues there is also higher regard for the role of early childhood educators and a general acceptance of education starting in preschool.

"Comparative education is not about comparing systems in a competitive sense - it encourages a broad view that considers the potentially useful elements of all educational models," she says. "Within that context, it can be useful to reinvent tools of the past that might have fallen out of favour."

Millei shares her academic interest in socialist education with colleague Dr Tom Griffiths. The pair collaborated on the editing of the book Logics of Socialist Education: Engaging with Crisis, Insecurity and Uncertainty, which will be published in August this year.

Millei has broad research expertise across a range of fields in education and her published work reflects this versatility, encompassing articles on early childhood education practices, classroom discipline, political concepts in education and pedagogical discourses under different ideological regimes.

reassessing socialist education

Reassessing socialist education

Dr Zsuzsa Millei urges a rethinking of educational theory and practice that cuts through ideological preconceptions.

Read more

Career Summary

Biography

PREVIOUS POSITIONS

Lecturer – Early Childhood and Comparative and International Education
Jan. 2008 – 2012         School of Education, University of Newcastle, Australia

Lecturer – Sociology
Jan. 2007- Dec. 2007 School of Arts and Letters, The University of Notre Dame Australia,

Assistant Lecturer – Sociology
Jan. 2005- Dec. 2006 School of Arts and Letters, The University of Notre Dame Australia

EDITORIAL EXPERIENCE

Editorial board member of 4 peer reviewed journals:
** European Education (Advisory Board) (2014-Present)
** Australian Journal of Teacher Education (Consulting Editor) (2013-Present)
** Issues in Educational Research (2005-Present),
** International Education Journal: Comparative Perspectives (2011-Present).

Copy Editor (since 2013) and Book Review Editor (2005-Present):
Issues in Educational Research

Regular peer-reviewer for:
European Education, Journal of Material Culture, Australian Journal of Early Childhood, Contemporary Issues in Early Childhood , Journal of Teaching and Teacher Education, Issues in Educational Research, International Education Journal: Comparative Perspectives

ORGANIZATION OF SCIENTIFIC CONFERENCES AND MEETINGS

Symposium Convener: The cultural politics of ‘childhood’ and ‘nation’: space, mobility and a global world. 28 November 2013, Newcastle, Australia

Symposium Co-Convener: Psy-interrupted: Critical interrogations of psy-disciplines in Education. 6 June 2014, Newcastle, Australia

Australian and New Zealand Comparative Education Society 41st Annual Conference, 26-28 November, 2013 – Conference Convenor

Host of the AARE Utility of Theory Workshop in 2011 May at the School of Education, The University of Newcastle, Australia

Australian Association for Research in Education International Conference, Perth, Australia, 25-29th November 2007 – Member of Organising Group

Research Expertise

Brief Research Interest

My research examines the way in which constitutions of ‘the child’ and childhood shift in concert with the changing problematizations about the government of population and individuals. I understand early education as a political practice and use contemporary social theory and methodologies to understand how children are positioned as political subjects and how children's political subjectivities are formed. I am interested in knowing 1) with what effects political concepts – such as citizenship, participation and community; and ideologies – socialism and neo-liberalism, are taken up or are translated in to early years policies, curriculum and everyday practices; and 2) how particular psychological knowledges – such as classroom discipline and developmentalism – regulate young children and fashion their subjectivities. My research is situated at the cross-sections of politics of education, sociology of childhood, social theory and early childhood education, and uses comparative frameworks.

Recent editorial work

The cultural politics of ‘childhood’ and ‘nation’: space, mobility and a global world - Special issue in Global Studies of Childhood journal 2014-2015, Issues 4(3) and 5(1) Griffiths, T.G. & Millei, Z. (2013) Education in/for socialism: historical, current and future perspectives - Special Issue in Globalisation, Societies and Education 11(2)

Current research projects

1. Children’s understandings of and emplacement in their worlds: children’s place-making projects http://www.newcastle.edu.au/research-and-innovation/centre/education-arts/ciegun/research/multiple-worlds-in-a-preschool-childrens-place-making-in-a-globalising-world Despite the abundance of ‘global citizen’ discourses in educational policy and curriculum, little attention has been paid in research so far as to how children construct their understanding about living in an increasingly interconnected world as they make their place, consume globalised ideas and things, and travel physically or virtually through the media or Internet sites. Through a collaborative project between young children, practitioners and researchers, we aim to make explicit how children form sensibilities and understandings about their ‘world’: their place and space, relations and time within it. 2. The cultural politics of ‘childhood’ and ‘nation’: space, mobility and a global world Historically, national governments’ interest in children has always been about a nation’s future: “investments in future parenthood, economic competitiveness, and a stable democratic order” (Hendrick, 1997, p. 46). When the future is debated, childhood stands in the crosscurrent of various competing cultural and political projects, such as improving the moral fabric of society or preserving a coherent national community. The ways in which we understand spaces of childhood and nation and their intersections of national childhoods, shape how we understand our own childhood (memories of belonging to a nation), children’s worlds (as a/political agents and citizens of a nation and / or globe) and children’s lives. Despite these notions defining characteristics to our identities and civic participation, we know little about the premises upon which children’s sense of belonging to a national community is constructed and how children come to assume and inhabit national identities. Our globalising world also poses several challenges for understanding nation and childhood, since nation-centred analysis of policies, provisions, constructions and experiences of childhood no longer stand. Family, community or nation-bound notions of ‘childhood’ are also being increasingly challenged by processes of globalisation and mobility. Many children today are global travellers and in connection with people and things from different places often far from home through the media and technology. This context necessitates new imaginations, theoretical arguments and empiric

Teaching Expertise
Zsuzsa has taught courses in sociology, sociology and politics of education, early childhood education, child development and comparative and international education.

Administrative Expertise
I am one of the convenors of the The 41st Annual Conference of the Australian and New Zealand Comparative and International Education Society (ANZCIES). University of Newcastle, NSW, Australia - 26-28 November 2013 http://www.anzcies.org/conference.php I have been the founder and coordinator of Students and Staff Talking About Research (SSTAR) between 2008-1013. I organised weekly research seminars for researchers and biannual conferences for postgraduate students at the School of Education. I was instrumental in co-hosting the AARE 'Utility of Theory(s) in Educational Research' workshops on behalf of the School of Education, The University of Newcastle on13-15th May 2011. I established and lead a Reading Group for Early Childhood professionals in the Hunter region since 2008.

Collaborations
Zsuzsa is a member of the Comparative and International Education Group at the University of Newcastle (CIEGUN) in which members explore global educational policies and alternatives for contemporary times. More about the group can be found here: http://www.newcastle.edu.au/institute/educational-research-institute-newcastle/programmes-of-research/ciegun/ Zsuzsa is a postdoctoral researcher at the Space and Political Agency Research Group (SPARG) - part of the Academy of Finland Centre of Excellence in Research on the Relational and Territorial Politics of Bordering, Identities and Transnationalization (RELATE) (2014-2019) http://www.oulu.fi/relate/researchteam Zsuzsa is a part of a project titled ‘Memories of (Post)Soviet Schooling and Childhood’ that critically examines (post)Soviet schooling and childhood through methodologies of collective biography and autoethnography. Other convenors are: Iveta Silova (Lehigh University, USA), Olena Fimyar (University of Cambridge, UK), Olena Aydarova (Michigan State University, USA), Nelli Piattoeva (University of Tampere, Finland) http://eurasiasig.wix.com/cies#!Invitation-to-participate-in-Memories-of-PostSoviet-Schooling-and-Childhood-project/c1rr7/1


Qualifications

  • PhD, Murdoch University
  • Master of Arts (Psychology), Kossuth Lajos University of Arts &Sciences-Hungary
  • Certificate in Adult and Continuing Education, University of Victoria - Canada

Keywords

  • Comparative and international education
  • Early childhood education policy
  • Foundations of child development
  • Foundations of early childhood education
  • Politics of schooling
  • Sociology of schooling
  • contemporary governance and education subjects
  • early childhood education policy in comparative contexts
  • political ideologies and education, pedagogy and curriculum
  • reconceptualising classroom discipline

Languages

  • Russian (Fluent)

Fields of Research

Code Description Percentage
130199 Education Systems not elsewhere classified 50
130299 Curriculum and Pedagogy not elsewhere classified 50

Professional Experience

UON Appointment

Title Organisation / Department
Senior Lecturer University of Newcastle
School of Education
Australia

Academic appointment

Dates Title Organisation / Department
1/01/2014 -  Editorial Board - European Education European Education
United States
1/01/2013 -  Editorial Board - Australian Journal of Teacher Education Australian Journal of Teacher Education
Australia
1/11/2012 -  Assistant Editor Issues in Educational Research
Australia
1/01/2011 - 31/12/2013 Editorial Board - International Education Journal: Comparative Perspectives International Education Journal: Comparative Perspectives
Australia
1/01/2011 -  Membership - Australian Research Alliance for Children and Youth Australian Research Alliance for Children and Youth
1/01/2010 -  Membership - Comparative and International Education Society, US Comparative and International Education Society, US
United States
1/01/2009 -  Membership - The Australian and New Zealand Comparative and International Education Society The Australian and New Zealand Comparative and International Education Society
Australia
1/01/2007 -  Membership - Australian Association for Research in Education Australian Association for Research in Education
1/01/2005 -  Editorial Board - Issues in Educational Research Issues in Educational Research
Australia
1/01/2004 - 1/12/2007 Lecturer University of Notre Dame
School of Humanities and Social Science
Australia

Awards

Recipient

Year Award
2013 2013 Vice-Chancellor’s Citation for Outstanding Contributions to Student Learning
Unknown

Research Award

Year Award
2014 Jean Denton Memorial Scholarship
University of South Australia
2009 Faculty of Education and Arts Fellowship
Unknown

Invitations

Distinguished Visitor

Year Title / Rationale
2011 Visiting Scholar
Organisation: Pedagogical Institute, Ljubljana Description: I have participated in ‘Increasing the social and cultural capital of Roma children’ project by making site visits and professional development at numerous kindergartens in Slovenia and reviewed an associated further grant application titled: ‘Promoting Innovation for Equity Access to High Quality Early Education and Development Services’ in collaboration with A/Prof. Tatjana Vonta at Developmental Research Center for Educational Initiatives Step by Step, Pedagogical Institute, Ljubljana, Slovenia.
2011 Visiting researcher
Organisation: Faculty of Education, The University of Ljubljana Description: Forming collaborations with researchers and giving lectures to Masters of Early Childhood Education students in courses of 'Childhood and Education' and 'Democratization of Preschool Education'
2011 Visiting researcher
Organisation: Faculty of Education, The University of Primorska, Koper Description: Giving research seminars on new research methodologies in the field of early childhood to Masters and PhD students.
2010 Children and teachers as researchers: shifting ideas of children, curriculum and pedagogy in a preschool
Organisation: OMEP Description: Joint OMEP Lithuania, Vilnius “Lazdyn?lis” kindergarten and Egmonto project seminar, 1st of December, 2010 Vilnius, Lithuania

Keynote Speaker

Year Title / Rationale
2011 A conversation about social justice and curriculum
Organisation: Social Justice in Early Childhood 8th Annual Conference Description: Annual conference of the Social Justice in Early Childhood grassroot organisation.
2011 Reflection. Implementation of Quality Principles in Early Childhood Education
Organisation: Developmental Research Centre for Educational Initiatives, Ljubljana Description: To address 150 early childhood pedagogues at a professional development conference.
Edit

Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Book (2 outputs)

Year Citation Altmetrics Link
2013 Griffiths TG, Millei Z, Logics of Socialist Education: Engaging with Crisis, Insecurity and Uncertainty, Springer, Dordrecht, 210 (2013) [A3]

Co-authors Tom Griffiths
2010 Millei Z, Griffiths TG, Parkes RJ, Re-Theorizing Discipline in Education: Problems, Politics, and Possibilities, Peter Lang Publishing, New York, NY, 192 (2010) [A3]
Co-authors Robert Parkes, Tom Griffiths

Chapter (7 outputs)

Year Citation Altmetrics Link
2013 Griffiths TG, Millei Z, 'Introduction: Discovering and negotiating Socialist educational logics under post-Socialist conditions', Logics of Socialist Education: Engaging with Crisis, Insecurity and Uncertainty, Springer, Dordrecht 1-18 (2013) [B1]
DOI 10.1007/978-94-007-4728-9_1
Co-authors Tom Griffiths
2010 Millei Z, Imre R, 'Rethinking transition through ideas of 'community' in Hungarian kindergarten curriculum', Post-Socialism Is Not Dead: (Re)Reading the Global in Comparative Education, Emerald Group Publishing, Bingley, United Kingdom 125-154 (2010) [B1]
Citations Scopus - 1
Co-authors Robert Imre
2010 Imre R, Millei Z, 'Citizenship. What citizenship? Using political science terminology in new discipline approaches', Re-theorizing Discipline in Education: Problems, Politics & Possibilities, Peter Lang, Bern 131-145 (2010) [B1]
Co-authors Robert Imre
2010 Imre R, Millei Z, Griffiths TG, 'Utopia/dystopia: Where do we go with 'discipline'?', Re-theorizing Discipline in Education: Problems, Politics & Possibilities, Peter Lang, Bern 160-174 (2010) [B1]
Co-authors Robert Imre, Tom Griffiths
2010 Millei Z, Raby R, 'Embodied logic: Understanding discipline through constituting the subjects of discipline', Re-theorizing Discipline in Education: Problems, Politics & Possibilities, Peter Lang, Bern 27-42 (2010) [B1]
2010 Millei Z, Griffiths TG, Parkes RJ, 'Continuing the conversation about discipline as a problem? A conclusion', Re-theorizing Discipline in Education: Problems, Politics & Possibilities, Peter Lang, Bern 175-179 (2010) [B1]
Co-authors Tom Griffiths, Robert Parkes
2010 Millei Z, Griffiths TG, Parkes RJ, 'Opening the field: Deliberating over discipline', Re-theorizing Discipline in Education: Problems, Politics & Possibilities, Peter Lang, Bern 1-12 (2010) [B1]
Co-authors Robert Parkes, Tom Griffiths
Show 4 more chapters

Journal article (28 outputs)

Year Citation Altmetrics Link
2015 Millei Z, Petersen EB, 'Complicating ¿student behaviour¿: exploring the discursive constitution of ¿learner subjectivities¿', Emotional and Behavioural Difficulties, 20 20-34 (2015)

When educators consider ¿student behaviour¿, they usually think about ¿problem behaviour¿ such as disruption or defiance. This limited and limiting view of ¿student behaviour... [more]

When educators consider ¿student behaviour¿, they usually think about ¿problem behaviour¿ such as disruption or defiance. This limited and limiting view of ¿student behaviour¿ not only fails to acknowledge children as educational actors in a wider sense, but also narrowly positions educators as either in control or out of control of their classroom. Mainstream educational psychology¿s responses to ¿challenging behaviour¿ point educators to numerous ways to prevent its occurrence, through, for example, changing their disciplining approaches and techniques. However, much of the advice directed at improving student behaviour fails to interrogate the core notion of ¿student behaviour¿ itself, as well as the conceptual baggage that it carries. The focus is squarely on eliminating ¿problem behaviour¿ and often resorts to a pathologisation of students. Meanwhile, when considering ¿student behaviour¿ through a Foucauldian post-structuralist optic, behaviour emerges as something highly complex ¿ as spatialised, embodied action within/against governing discourses. In this opening up, it becomes both possible and critical to defamiliarise oneself with the categorisation of ¿challenging behaviour¿ and to interrogate the discourses and subject positionings at play. In this paper, we pursue this task by asking: what happens with the notion of ¿behaviour¿ if we change focus from ¿fixing problems¿ to looking at the discursive constitution of ¿learner subjectivities¿? What does it become possible to see, think, feel and do? In this exploration, we theorise ¿behaviour¿ as learning and illustrate the constitution of ¿learner subjectivities¿. Drawing on two case scenarios, we explore how children accomplish themselves as learners and how this accomplishment links the production of subjectivity and embodied action, and illustrate how ¿student/child behaviour¿ appears significantly different to what mainstream educational psychology would have us see.

DOI 10.1080/13632752.2014.947097
2015 Millei Z, 'The cultural politics of 'childhood' and 'nation': Space, mobility and a global world', Global Studies of Childhood, 5 3-6 (2015)
DOI 10.1177/2043610615573370
2015 Miedema E, Millei Z, '"We reaffirm our Mozambican identity in the fight against HIV and AIDS": Examining educational perspectives on women's 'proper' place in the nation of Mozambique', Global Studies of Childhood, 5 7-18 (2015)
DOI 10.1177/2043610615573375
2015 Zeddies M, Millei Z, '"It takes a global village": Troubling discourses of global citizenship in United Planet's voluntourism', Global Studies of Childhood, 5 100-111 (2015)
DOI 10.1177/2043610615573383
2015 Millei Z, Petersen EB, 'Psy-disciplinary cogs in the teacher education machine', Knowledge Cultures, 3 127-145 (2015)
2014 Millei Z, Jones A, 'The Australian Early Childhood Curriculum and a Cosmopolitan Imaginary', International Journal of Early Childhood, 46 63-79 (2014) [C1]

In our interconnected and interdependent world, national early childhood education and care (ECEC) policies can no longer be made or read independently from their global contexts.... [more]

In our interconnected and interdependent world, national early childhood education and care (ECEC) policies can no longer be made or read independently from their global contexts. Policy statements often display a global awareness that construct notions about 'the child' as a 'global citizen', particular relations to others and certain prospects about the world. In this paper, we analyse the Australian Early Years Learning Framework: Belonging, Being and Becoming (EYLF) and associated documents to make explicit the particular child subjects, forms of belonging and prospects they produce. The multivocality and multiperspectivity of the EYLF enable parallel interpretations, which we utilise here and focus on two possible readings: first, an educational prospect that furthers neoliberal globalisation and modernist notions by fashioning ECEC as part of national and mostly economic projects, while the second reading identifies aspects of the EYLF that prefigure a new mode of learning that engages alternatively with our interdependent world through a 'cosmopolitan ethics' and 'cosmopolitan solidarity'. Based upon our second reading, we utilise our 'radical imagination' to extend the cosmopolitan imaginary of the EYLF for pedagogical use. © 2014 Springer Science+Business Media Dordrecht.

DOI 10.1007/s13158-014-0100-2
2014 Millei Z, Cliff K, 'The preschool bathroom: Making 'problem bodies' and the limit of the disciplinary regime over children', British Journal of Sociology of Education, 35 244-262 (2014) [C1]

In this paper we study the effects of power in a bathroom, which is a rarely analysed space in preschools, using empirical examples from a semi-ethnographic study conducted in New... [more]

In this paper we study the effects of power in a bathroom, which is a rarely analysed space in preschools, using empirical examples from a semi-ethnographic study conducted in New South Wales, Australia. We demonstrate that educators' understanding and practices mostly consider their own positioning in discourses and come short in accounting for children's practices in and expressed views on the bathroom. Educators also remain distant from children's bodily experiences. The interplay of the open architectural design of the bathroom space and dominant discourses operating in the preschool constitute some children as 'problem bodies' apparently requiring (and justifying) direct intervention. Following this reasoning we argue that the surveillance, regularisation and normalisation in the bathroom is far from total, which leads us to question the adequacy of understanding the bathroom as forming a part of a modern (disciplinary) institution. © 2013 © 2013 Taylor & Francis.

DOI 10.1080/01425692.2012.761394
2014 Millei Z, Petersen EB, 'Complicating 'student behaviour': exploring the discursive constitution of 'learner subjectivities'', Emotional and Behavioural Difficulties, (2014)

When educators consider 'student behaviour', they usually think about 'problem behaviour' such as disruption or defiance. This limited and limiting view of 'student behaviour' not... [more]

When educators consider 'student behaviour', they usually think about 'problem behaviour' such as disruption or defiance. This limited and limiting view of 'student behaviour' not only fails to acknowledge children as educational actors in a wider sense, but also narrowly positions educators as either in control or out of control of their classroom. Mainstream educational psychology's responses to 'challenging behaviour' point educators to numerous ways to prevent its occurrence, through, for example, changing their disciplining approaches and techniques. However, much of the advice directed at improving student behaviour fails to interrogate the core notion of 'student behaviour' itself, as well as the conceptual baggage that it carries. The focus is squarely on eliminating 'problem behaviour' and often resorts to a pathologisation of students. Meanwhile, when considering 'student behaviour' through a Foucauldian post-structuralist optic, behaviour emerges as something highly complex - as spatialised, embodied action within/against governing discourses. In this opening up, it becomes both possible and critical to defamiliarise oneself with the categorisation of 'challenging behaviour' and to interrogate the discourses and subject positionings at play. In this paper, we pursue this task by asking: what happens with the notion of 'behaviour' if we change focus from 'fixing problems' to looking at the discursive constitution of 'learner subjectivities'? What does it become possible to see, think, feel and do? In this exploration, we theorise 'behaviour' as learning and illustrate the constitution of 'learner subjectivities'. Drawing on two case scenarios, we explore how children accomplish themselves as learners and how this accomplishment links the production of subjectivity and embodied action, and illustrate how 'student/child behaviour' appears significantly different to what mainstream educational psychology would have us see. © 2014 © 2014 SEBDA.

DOI 10.1080/13632752.2014.947097
2014 Mille Z, 'Editorial. The Cultural Politics of 'Childhood' and 'Nation': space, mobility and a global world, pages', Global Studies of Childhood, 4 137-142 (2014) [C6]
DOI 10.2304/gsch.2014.4.3.137
2013 Cliff K, Millei Z, 'Biopower and the "civilisation" of children's bodies in a preschool bathroom: An Australian case study', International Social Science Journal, 62 351-362 (2013) [C1]
DOI 10.1111/issj.12005
2013 Millei Z, Imre RJ, 'The "cosmopolitan" project and Hungarian kindergarten education: Re-reading socialism', Prospects, 43 133-149 (2013) [C1]

In this paper we argue that the socialist kindergarten in Hungary (1948-1989) was set up to aid the modernizing of a nation in a particular way and in a historical and political c... [more]

In this paper we argue that the socialist kindergarten in Hungary (1948-1989) was set up to aid the modernizing of a nation in a particular way and in a historical and political context in which the only way forward was to leave behind aspects of the past and start a new chapter in Hungarian history. Comparing this project to the "cosmopolitan" project discussed by Thomas Popkewitz, we argue that kindergarten education was more similar to education in the fictionalized West than previously thought. By reading socialist kindergarten education, curriculum, and pedagogy as part of the broader "cosmopolitan project", we show how particular civic/civil habits, behaviour, and morals were formed to produce modern citizens, often in contradistinction to stated socialist ideology. We also explore regional versions of cosmopolitanism that are attached to the developing nation-state and the creation and violent negotiations of what it means to be Hungarian, against the background of the region's rich cultural and ethnic diversity. © 2012 UNESCO IBE.

DOI 10.1007/s11125-012-9252-8
Citations Scopus - 1
Co-authors Robert Imre
2013 Millei Z, 'Memory and kindergarten teachers' work: children's needs before the needs of the socialist state', Globalisation, Societies and Education, 11 170-193 (2013) [C1]

More than 20 years after the fall of the Iron Curtain, scholars and educators continue to engage with histories under socialism and re-evaluate the consequences of those education... [more]

More than 20 years after the fall of the Iron Curtain, scholars and educators continue to engage with histories under socialism and re-evaluate the consequences of those education systems for everyday lives then and in the present. This article develops an understanding of how kindergarten teachers understand their historical work in the socialist system. It does so by using the memories of five teachers who taught before 1989 in socialist Hungary. I consider memory as discourse that teachers produced during their interviews to reason about their practices. My research question is: In what ways did the interviewed teachers see themselves as ideologues representing the state? To answer this question, I use Foucauldian discourse analysis informed by the concept of governmentality to examine the organised practices and rationalities through which political subjects are governed. I discuss three rationalities: (1) constructing children's needs and generating their interests through play; (2) collective engagements; (3) teachers as experts; and then move on to analyse the ways in which explicit socialist ideology is understood by the interviewed teachers. From the interviews it emerges that the teachers understand their own historical position as not being 'in the service of the state' but as experts looking after the interests of children to learn so that they can become useful members of society. The analysis also offers some insights into the interconnectivities of politics, history and culture across localities. © 2013 Copyright Taylor and Francis Group, LLC.

DOI 10.1080/14767724.2013.782185
2013 Griffiths TG, Millei Z, 'Education in/for socialism: historical, current and future perspectives', Globalisation, Societies and Education, 11 161-169 (2013) [C3]
DOI 10.1080/14767724.2013.783312
Citations Scopus - 1
Co-authors Tom Griffiths
2012 Millei Z, Gallagher J, 'Opening spaces for dialogue and re-envisioning children's bathroom in a preschool: Practitioner research with children on a sensitive and neglected area of concern', International Journal of Early Childhood, 44 9-29 (2012) [C1]
Citations Scopus - 1
2012 Millei Z, 'Thinking differently about guidance: Power, children's autonomy and democratic environments', Journal of Early Childhood Research, 10 88-99 (2012) [C1]
Citations Scopus - 4
2012 Millei Z, ''Community' and 'democratic practice' in early childhood education and care: A critique and possibility through the optic of Roberto Esposito', Global Studies of Childhood, 2 247-259 (2012) [C1]
2011 Millei Z, Newman LR, 'Professional learning: A strengthening and reinvigorating element of the early childhood profession', Foundations, 14-16 (2011) [C3]
Co-authors Linda Newman
2011 Millei Z, 'Governing through early childhood curriculum, 'the child,' and 'community': Ideologies of socialist Hungary and neoliberal Australia', European Education, 43 33-55 (2011) [C1]
DOI 10.2753/EUE1056-4934430103
2011 Millei Z, Sumsion J, 'The 'work' of community in belonging, being and becoming: The early years learning framework for Australia', Contemporary Issues in Early Childhood, 12 71-85 (2011) [C1]
DOI 10.2304/ciec.2011.12.1.71
Citations Scopus - 6
2009 Millei Z, Imre R, 'The problems with using the concept of 'citizenship' in early years policy', Contemporary Issues in Early Childhood, 10 280-290 (2009) [C1]
DOI 10.2304/ciec.2009.10.3.280
Citations Scopus - 9
Co-authors Robert Imre
2009 Imre R, Millei Z, 'Smashing cosmopolitanism: The Neo-liberal destruction of cosmopolitan education in East-Central Europe', Current Issues in Comparative Education, 12 76-85 (2009) [C1]
Co-authors Robert Imre
2009 Millei Z, Watson KT, 'Children communicating social and emotional wellbeing', Education Connect, 6-9 (2009) [C2]
2009 Millei Z, Watson KT, 'Hearing children's voices: Respecting their views', Foundations: Developing Social & Emotional Wellbeing in Early Childhood, 5-7 (2009) [C3]
2008 Millei Z, 'Problematizing the concepts of 'citizenship' and 'participation' in early years discourses: Are they so empowering?', International Journal of Equity and Innovation in Early Childhood, 6 41-56 (2008) [C1]
2008 Millei Z, 'Research for educators', Issues in Educational Research, 18 101-102 (2008) [C3]
2007 Millei Z, Lee L, ''Smarten up the parents ': whose agendas are we serving? Governing parents and children through the Smart Population Foundation Initiative in Australia', Contemporary Issues in Early Childhood, 8 208-221 (2007) [C1]
DOI 10.2304/ciec.2007.8.3.208
2005 Millei Z, 'The Discourse of Control: disruption and Foucault in the early childhood classroom', Contemporary Issues in Early Childhood, 6 128-139 (2005) [C1]
DOI 10.2304/ciec.2005.6.2.3
2004 Taylor A, Millei Z, Partridge L, Rodriguez L, 'The getting of access: The trials and tribulations of the novice researcher', Issues in Educational Research, 14 ISSUENR. 1 85-102 (2004) [C1]

In many fields and in education in particular, researchers, such as teachers, are inclined to believe that because they are enmeshed in the field or have good relationships with s... [more]

In many fields and in education in particular, researchers, such as teachers, are inclined to believe that because they are enmeshed in the field or have good relationships with students, issues of politics, power and status will exert minimal influence and that access to the field will be smooth and unproblematic. In this paper, three doctoral students with varying degrees of insider status, working in the Australian context, reflect on the rocky journeys they experienced obtaining and maintaining access to field sites. The authors argue that despite a body of literature addressing this issue, many of the commonly used texts devoted to educational research do not adequately tackle the subject. The novice researcher often remains unsuspecting and under prepared for the range and depth of difficulties encountered in the process of gaining access. The question is posed, what might be the role of the academy in preparing researchers?

Show 25 more journal articles

Conference (21 outputs)

Year Citation Altmetrics Link
2013 Millei Z, 'Imagined communities and possible lives: Childhood, nation and a transnational world', 10th Annual Conference Social Justice in Early Childhood, Redfern, NSW (2013) [E3]
2013 Millei Z, 'Australian early childhood education and care policy and the (re)production of 'global imaginary'', XV World Congress of Comparative Education Society, Buenos Aires, Argentina (2013) [E3]
2012 Millei Z, 'Reconfiguring socialist kindergartens through teachers' memories: Global connectivities and expert power', Abstracts. 56th Annual Conference of Comparative and International Education Society, Puerto Rico (2012) [E3]
2012 Millei Z, ''Community' nexus 'democratic practice' in ECEC: A critique and a possibility through the optic of Roberto Esposito', Honoring the Child, Honoring Equity 12. Troubling truths: Bridging divides for equity, Melbourne (2012) [E3]
2012 Millei Z, 'Memory (re)produced and (re)presented: Teachers' memories of socialist kindergartens in Hungary', The 40th Annual Conference of the Australian and New Zealand Comparative and International Education Society (ANZCIES), Christchurch, NZ (2012) [E3]
2012 Millei Z, 'Systemic early childhood education: Lessons from East and Central-European ex-socialist countries for the achievement of Millennium Development Goals', Trans-Disciplinary Conference on Early Childhood Development and Education. Programme, Cape Town, South Africa (2012) [E3]
2011 Millei Z, Sumsion J, 'Thinking about 'community' in early childhood education and care', 19th Reconceptualising Early Childhood Education Conference 2011, Politics of Care: Sharing Knowledges, Love and Solidarity, University of East London (2011) [E3]
2011 Millei Z, Imre R, 'The 'cosmopolitan' project and Hungarian Kindergarten Education: re-reading socialism', 55th Annual Conference of the Comparative & International Education Society (CIES), Montreal QC (2011) [E3]
DOI 10.1007/s11125-012-9252-8
Co-authors Robert Imre
2011 Millei Z, Imre R, 'Liberation and socialist Hungarian kindergarten education: Ideology, indoctrination, or emancipation?', Comparative and International Education Society (CIES) 2011 Montreal Abstracts, Montreal (2011) [E3]
Co-authors Robert Imre
2011 Millei Z, 'A conversation about social justice and curriculum', Social Justice In Early Childhood 8th Annual Conference 2011, Redfern, NSW (2011) [E3]
2010 Millei Z, Gallagher J, ''Pull in your head, do it low': Emplaced knowledge of children about their preschool bathroom', ArtsHealth Symposium - Space and Wellbeing, Newcastle, NSW (2010) [E3]
2010 Millei Z, Callagher J, ''Throw it in the toilet and it vanished': Considerations around the bathroom', Early Childhood Australia National Conference. Conference Program, Adelaide, SA (2010) [E3]
2010 Millei Z, Raby R, 'Embodied logic: Understanding discipline through teachers' commentaries', AARE 2009 Conference Proceedings, Canberra (2010) [E1]
2009 Millei Z, Imre R, 'Considering the uses of 'citizenship' for an open society with children', 10th ISSA Annual Conference: Conference Program, Bucharest, Romania (2009) [E3]
Co-authors Robert Imre
2009 Millei Z, 'Democratic practices: Re-considering classroom discipline and diversity', INTERnetwork Conference: Diversity, Inclusion and the Values of Democracy: Building Teachers' Competences for Intercultural Education, Ljubljana, Slovenia (2009) [E3]
2009 Millei Z, 'Early education and 'the child' as sites of politics: A comparative study of Hungary and Australia', ANZCIES 09: Conference Proceedings of the 37th Annual Conference, Armidale, NSW (2009) [E1]
2008 Millei Z, 'So, what about classroom discipline? Guidance approaches and equity', Abstracts: Honoring the Child, Honoring Equity 8: Young citizen(s), New Citizenship(s): 2008 CEIEC Annual International Conference, Melbourne, VIC (2008) [E3]
2008 Millei Z, 'Exercising punishment or guiding students: What's the difference? A critique of recent theories of classroom discipline in early childhood', ECA 2008 Conference Papers, Canberra, ACT (2008) [E2]
2008 Millei Z, 'Children are our youngest 'citizens' - a critique of the Rudd government's educational revolution', SJIEC 5th Annural Conference: Notes, Reflections and Actions, Sydney, NSW (2008) [E3]
2007 Millei Z, 'Controlling or guiding students - what's the difference? A critique of approaches to classroom discipline.', International Educational Research Conference - Fremantle, Fremantle (2007) [E1]
2003 Taylor A, Millei Z, Partridge L, Rodriguez L, 'Restricted Entry: Issues & challenges of negotiating access to the field', International Educational Research Conference, - (2003) [E1]
Show 18 more conferences

Other (2 outputs)

Year Citation Altmetrics Link
2013 Millei Z, Gallagher J, Jones A, 'Children¿s understandings of and emplacement in their worlds: children¿s place-making projects', (2013)
2013 Millei Z, 'Symposium: The cultural politics of ¿childhood¿ and ¿nation¿: space, mobility and a global world', (2013)
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Grants and Funding

Summary

Number of grants 13
Total funding $65,507

Click on a grant title below to expand the full details for that specific grant.


20151 grants / $1,000

4th International Conference on the Geographies of Children, Youth, and Families, Wyndham San Diego Bayside, USA, 12-15 January 2015$1,000

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Doctor Zsuzsanna Millei
Scheme Travel Grant
Role Lead
Funding Start 2015
Funding Finish 2015
GNo G1401425
Type Of Funding Internal
Category INTE
UON Y

20143 grants / $33,500

Children’s attachments to places and cultures: Qualitative study of children’s perspectives on the global and local arenas$16,000

Funding body: University of South Australia

Funding body University of South Australia
Project Team Doctor Zsuzsanna Millei
Scheme The Jean Denton Memorial Scholarship
Role Lead
Funding Start 2014
Funding Finish 2014
GNo G1301334
Type Of Funding Scheme excluded from IGS
Category EXCL
UON Y

Children’s attachments to places and cultures: Qualitative study of children’s perspectives on the global and local arenas$16,000

Funding body: University of South Australia

Funding body University of South Australia
Project Team Doctor Zsuzsanna Millei
Scheme The Jean Denton Memorial Scholarship
Role Lead
Funding Start 2014
Funding Finish 2014
GNo G1301334
Type Of Funding Grant - Aust Non Government
Category 3AFG
UON Y

Comparative Education Society in Europe (CESE) XXVI Conference, Freiburg Germany, 10-13 June 2014$1,500

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Doctor Zsuzsanna Millei
Scheme Travel Grant
Role Lead
Funding Start 2014
Funding Finish 2014
GNo G1400218
Type Of Funding Internal
Category INTE
UON Y

20132 grants / $7,010

2013 International Visit - Kallio$5,510

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Zsuzsanna Millei, Dr Kirsi Kallio
Scheme DVCR International Visitor Support
Role Lead
Funding Start 2013
Funding Finish 2013
GNo G1301135
Type Of Funding Internal
Category INTE
UON Y

XV Comparative Education World Congress School of Economics, Buenos Aires 24-28 June 2013$1,500

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Doctor Zsuzsanna Millei
Scheme Travel Grant
Role Lead
Funding Start 2013
Funding Finish 2013
GNo G1300769
Type Of Funding Internal
Category INTE
UON Y

20121 grants / $1,500

56th Annual Conference of Comparative an International Education Society, Caribe Hilton San Juan, Puerto Rico, 22 - 27 April 2012$1,500

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Doctor Zsuzsanna Millei
Scheme Travel Grant
Role Lead
Funding Start 2012
Funding Finish 2012
GNo G1200478
Type Of Funding Internal
Category INTE
UON Y

20111 grants / $1,500

55th International Conference of the 55th Annual Conference of the Comparative and International Education Society, Fairmont The Queen Elizabeth Hotel, 900 Rene-Levesque Blvd, West Montreal, Quebec H3$1,500

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Doctor Zsuzsanna Millei
Scheme Travel Grant
Role Lead
Funding Start 2011
Funding Finish 2011
GNo G1100518
Type Of Funding Internal
Category INTE
UON Y

20102 grants / $11,000

Participating Teachers' Understandings of Socialist Kindergarten Education 1970s and 1980s$10,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Zsuzsanna Millei
Scheme Early Career Researcher Grant
Role Lead
Funding Start 2010
Funding Finish 2010
GNo G1000227
Type Of Funding Internal
Category INTE
UON Y

CEIEC Honoring the Child, Honoring Equity conference 2010, University of Melbourne, 18 - 20 November 2010$1,000

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Doctor Zsuzsanna Millei
Scheme Travel Grant
Role Lead
Funding Start 2010
Funding Finish 2010
GNo G1000848
Type Of Funding Internal
Category INTE
UON Y

20091 grants / $797

2009 Australian Association for Research In Education International Education Research Conference, Canberra, 29 Nov - 3 Dec 2009$797

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Doctor Zsuzsanna Millei
Scheme Travel Grant
Role Lead
Funding Start 2009
Funding Finish 2009
GNo G0190590
Type Of Funding Internal
Category INTE
UON Y

20082 grants / $9,200

A comparative study of constitutions of 'the child' and her/his education in the early years$7,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Zsuzsanna Millei
Scheme New Staff Grant
Role Lead
Funding Start 2008
Funding Finish 2008
GNo G0189016
Type Of Funding Internal
Category INTE
UON Y

Early Childhood Australia 2008 Biennial Conference, National Convention Centre, Canberra, 3/10/2008 - 6/10/2008$1,700

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Zsuzsanna Millei
Scheme Travel Grant
Role Lead
Funding Start 2008
Funding Finish 2008
GNo G0189319
Type Of Funding Internal
Category INTE
UON Y
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Research Supervision

Current Supervision

Commenced Research Title / Program / Supervisor Type
2014 Impact Assessment of Access to Primary Education on Socio-economic Condition in Sierra Leone
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor
2013 Who is the Good Teacher as a Person?
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2013 Contributing to a Convivial Society in South Africa through Public Provisioning for Young Children: A Critical Discourse Analysis of ECD Policy between 1994-2014
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor
2012 Grounding 'Globalities' in the Imaginaries of Youth
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor
2011 Decentralization and Universal Primary Education in Tanzania: How Do They Work Together?
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor

Past Supervision

Year Research Title / Program / Supervisor Type
2015 Interrogating the Discursive Constitution of the 'Normal' in 'Inclusive' Early Childhood Education
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2014 'Do You Ride Horses?': Discursive Construction of Chinese Minority 'Mongolian University Students' Subjectivities
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
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News

Dr Zsuzsa Millei awarded international fellowship

UON researcher awarded international fellowship in Finland

November 12, 2014

Dr Zsuzsa Millei from the University of Newcastle's (UON) Comparative and International Education Group (CIEGUN) has been awarded a two-year post-doctoral fellowship with the Space and Political Agency Research Group (SPARG) at the University of Tampere, Finland.

Dr Zsuzsanna Millei

Position

Senior Lecturer
School of Education
Faculty of Education and Arts

Contact Details

Email zsuzsanna.millei@newcastle.edu.au
Phone (02) 4921 8652
Fax (02) 4921 7887

Office

Room HA79
Building Hunter
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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