Dr Adele Nye

Senior Lecturer, Contextual Studies in Education - Faculty of Humanities, Arts, Social Sciences and Education; School of Education

Adele Nye

Phone: +61 2 6773 3171

Email: anye@une.edu.au

Biography

Dr Adele Nye is a member of the Education Contexts group within the School of Education. Her research areas include teaching of history in universities, schools rebuilding after fire and emergent research practices in higher education. Adele’s teaching at UNE is centred on qualitative research methods with pre-service teachers. Adele is available to supervise Higher Degree Research in the fields of history education, new materialism, post humanism, and feminist poststructuralism. Adele’s latest co-edited book; Teaching History for the Contemporary World: Tensions, Challenges and Classroom Experiences (2021), foregrounds the urgency, agility and value of historical work in precarious times. This book builds on Teaching the Discipline of History in an Age of Standards  (2018) which spoke to the energy and diversity of the discipline in a period of regulation.

Qualifications

BA, Grad Dip Tert Ed, M.Litt, PhD (UNE)

Awards

Teaching Areas

Research Methods, Reflective Practice, Auto-ethnography and Action Research

Research Interests

Historical thinking, Education and Practice
Teaching and Learning in Higher Education
School Communities in Crisis

Current Research Projects

Post-qualitative and New Materialist approaches to History Education and Museum Exhibitions
Rebuilding Communities: The impact of major fires and floods on rural school and their communities  in Australia.

Research Supervision Experience

Publications

Historical Thinking and History Education

Nye, A., & Clark, J. (2023). The affective entanglements of the visitor experience at Holocaust sites and museums, In Popescu, D. (Ed).  Visitor experience at Holocaust memorials and museums. pp. 103-116. Routledge.

Clark, J., & Nye, A.,  (2023). Foundling museums: exhibition design and the intersection of the vital materiality of foundling tokens and affective visitor experience, Museum Management and Curatorship. https://doi.org/10.1080/09647775.2023.2209864

Nye, A. & Clark, J. (Eds.). (2021). Teaching history for contemporary world: Tensions, challenges and classroom experiences. Springer.

Clark, J., & Nye, A. (2021). Teaching history for contemporary world: Introduction. In A. Nye and J. Clark (Eds.). Teaching history for contemporary world: Tensions, challenges and classroom experiences. Springer.

Nye, A., & Clark, A. (2021). Positioning: making use of post-qualitative research practices. In A. Nye and J. Clark (Eds.). Teaching history for contemporary world: Tensions, challenges and classroom experiences. Springer.

Nye, A., & Clark, J. (2021). In and beyond the now: A postscript. In A. Nye and J. Clark (Eds.). Teaching history for contemporary world: Tensions, challenges and classroom experiences. Springer.

Nye, A. (2018). 'Why Study History?': An examination of online statements in Australian universities 2008 – 2016. In Neumann, F. & L. Shopkow (Eds.). Teaching History, Learning History, Promoting History, Wochenschau Verlag: Schwalbach.

Clark, J. & Nye, A. (2018). The three contexts of writing about history teaching. In Clark, J. & A. Nye (Eds.), Teaching the Discipline of History in an Age of Standards, Springer: Singapore.

Collins, M. & Nye, A. (2018). Snapshot: the discipline of history in British and Australian universities. In Clark, J. & A. Nye (Eds.), Teaching the Discipline of History in an Age of Standards, Springer: Singapore.

Nye, A. & Clark, J. (2018). Leadership: Enabling leadership in the Teaching and Learning of History in higher education. In Clark, J. & A. Nye (Eds.), Teaching the Discipline of History in an Age of Standards, Springer: Singapore.

Clark, J. & Nye, A.(Eds.). (2018). Teaching the Discipline of History in an Age of Standards, Springer: Singapore.

Clark, J. & Nye, A. (2017). ‘Surprise Me!’: The (im)possibilities of agency and creativity within the standards framework of history education, Educational Philosophy and Theory, 49(6). 656-668.  http://dx.doi.org/10.1080/00131857.2015.1104231

Nye, A. (2016). Historical Thinking and Objects of Nostalgia, International Journal of Research on History Didactics, History Education and History Culture: Yearbook of the International Society of History Didactics. 37, 37-57.

Nye, A. (2015). Rethinking Evidence: Assessment in the History Discipline in Australian Universities In P Layne and P. Lake, (eds.) Global Innovation of Teaching and Learning in Higher Education, Springer, pp.91-104.

Nye, A., Barker, L. & Charteris, J. (2015). Matrilineal Narratives: Learning from Voices and Objects, Hecate: An Interdisciplinary Journal of Women’s Liberation. 41(1-2), 180-190.

Nye, A. (2013). Consolidating Strengths and Innovations: An investigation of National Standards and Units in History at the University of New England, prepared for School of Humanities, University of New England, NSW.

Nye, A., Hughes-Warrington, M., Roe, J., Russell, P., Deacon, D. & Kiem, P. (2011). Exploring Historical Thinking and Agency with Undergraduate History Students. Studies in Higher Education, 36(7), 763-780. DOI:10.1080/03075071003759045

Nye, A., Hughes-Warrington, M., Roe, J., Russell, P., Peel, M., Deacon, D., Laugesen, A. & Kiem, P. (2009). Historical thinking in Higher Education: Staff and student perceptions of the nature of historical thinking. History Australia, 6(3), 73.1-73.18. DOI:10.2104/ha090073

Australian Learning and Teaching Council (2009). Historical Thinking in Higher Education: An ALTC Discipline-Based Initiative. Sydney, Australia: Hughes-Warrington, M., Roe, J., Nye, A., Bailey, M., Peel, M., Russell, P., Laugesen, A., Deacon, D., Kiem, P. & Trent, F.

Hughes-Warrington, M. & Nye, A. (2009). Historical thinking in Higher Education: Staff and student perceptions of the nature of historical thinking. History Council NSW Bulletin, Spring Edition.

Nye, A., Hughes-Warrington, M., Roe. J., Russell, P., Peel, M. Deacon, D., Laugesen. A. & Kiem, P. (2009). Historical Thinking in Higher Education: Students and Staff Perceptions of the Activities Associated with Historical Thinking, Teaching History, 43(3), 29-34.

Nye, A. (2008). Learning Outcomes in History: An analysis of online statements from history departments in Australian universities, prepared for Historical Thinking in Higher Education Steering Committee Macquarie University, NSW.

Nye, A. (2008). Why Study History? An analysis of online statements from history Departments in Australian Universities, prepared for the Historical Thinking in Higher Education Steering Committee, Macquarie University. NSW.

Nye, A. (2006). Women as Historians: The Fragrance of Matrilineal Historicism. In Proceedings of the 14th International Oral History Conference: "Dancing With Memory: Oral history and its Audiences", Sydney, Australia, University of Technology.

Higher Education

Charteris, J., Nye, A., Pillay, D., & Foulkes, R. (2023). Affirmative ethics in the COVID-19 moment: Perplexities, paradoxes, and surprises, Cultural and Pedagogical Inquiry,  14(2) 151-167.

Nye, A., Foulkes, R., Pillay, D., & Charteris, J. (2023). Shifting Work and Home Spatialities: Connecting in and Through Arts-Based Research During the COVID-19 Pandemic in  Mreiwed, H., Carter, M., Hashem, S., & Blake-Amarante, C. (Eds). Making Connections in and Through Arts-Based Educational Research, pp.25-37 Springer.

Tshering, D., Miller, J., Berman, J., & Nye, A. (2023). "The Influence of Study Abroad on Research Culture in Bhutan’s Education Colleges" to the Journal of International society for teacher Education. pp.6-21.

Pillay, D., Charteris, J., Nye, A., Foulkes, R. (2021). Pushing boundaries: Emancipatory collective memory work and entangled poetic assemblages. In  R Hamm (Ed). The potential of CMW as a method of learning – Ebook open access https://collectivememorywork.net/?page_id=93

Pillay, D., Charteris, J., Nye, A., Foulkes, R. (2021). Posthuman COV-llaboration: Enfleshing encounters of connectedness through imaging. International Journal of Qualitative Methods. https://doi.org/10.1177/16094069211050162

Gregory, S., Charteris, J. Nye, A., Bartlett-Taylor, T., & Cox, R. (2020). Reflections from members of UNE’s School of Education on the new normal. Transform: The Journal of Engaged Scholarship, 1.78-84.

Charteris, J., Nye, A. and Jones, M. (2020). Deleuzian ‘interference’ and emergent listening in intern teacher assemblages: singing in the (ref)rain,  International Journal of Qualitative Studies in Education. DOI: 10.1080/09518398.2020.1717663

Charteris, J., Nye, A. & Jones, M. (2019). Posthuman ethical practice: Agential cuts in the pedagogic assemblage. International Journal of Qualitative Studies in Education. 32(7)DOI:10.1080/09518398.2019.1609124

Charteris, J., & Nye, A. (2019). Posthuman methodology and pedagogy: Uneasy assemblages and affective choreographies. In C. Taylor and A. Bayley (Eds), Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research. Palgrave Macmillan.

Reyes, V., Charteris, J., Nye, A., & Mavropoulou, S. (Eds.). (2018). Educational Research in the Age of the Anthropocene. Hershey, PA: IGI Global.

Charteris, J., Nye, A., & Jones, M. (2018). Feasible utopias and affective flows in the academy: A mobilisation of hope and optimism. In Garvis, S. & A. Black (Eds.), Women Activating Agency in Academia, (pp. 67-78). London: Routledge.

Charteris, J., Nye, A. & Jones, M. (2017). Wild Choreography of Affect and Ecstasy: Contentious pleasure (joussiance) in the academy. In S. Riddle, M. Harmes & P. Danaher (eds), Producing Pleasure Within the Contemporary University. Netherlands: Sense Publishers pp. 49-64.

Barker, L. Nye, A. & Charteris, J. (2017). Voice, Representation and Dirty Theory, Postcolonial Directions in Education, 6(1), 54-81.

Charteris, J., Jones, M., Nye, A. & Reyes, V. (2017). A heterotopology of the academy: mapping assemblages as possibilised heterotipias, International Journal of Qualitative Studies in Education, 30(4), 340-353. DOI:10.1080/09518398.2016.1250178

Nye, A., Amazan, A. & Charteris, J. (2017). Prudentia as becoming-shame: Knowledge production in southern theory research practice, Reflective Practice (1), 81-93. DOI:10.1080/14623943.2016.1251411

Nye, A. & Clark, J. (2016). 'Being and Becoming' a Researcher: Building a Reflective Environment to Create a Transformative Learning Experience for Undergraduate Students, Journal of Transformative Education, 14(4). 1-15. DOI:10.1177/1541344616655885

Nye, A., Clark, J., Bidwell, P., Deschamps, B., Frickman, L. & Green, J. (2016). Writing the (researcher) self: reflective practice and undergraduate research. Reflective Practice, 17(3), 257-269. DOI:10.1080/14623943.2016.1146577

Charteris, J., Gannon, L., Mayes, E., Nye, A. & Stephenson, L. (2016). Unraveling (in) the emotional knots of academicity: A collective biography of academic subjectivity in higher education spaces, HERDSA, 35(1). 31-44. DOI:10.1080/07294360.2015.1121209

Nye, A. (2015). Building an Academic Community Among Undergraduate Students, Distance Education. 36(1), 115-128. DOI:10.1080/01587919.2015.1019969

Nye, A., Foskey, R. & Edwards, H. (2014). "Collegial Reflection on the Meaning of Metaphors in Learning: emerging theory and practice." Studies in Continuing Education, 36(2), 132-146 DOI:10.1080/0158037X.2013.796921

Somerville, M., de Carteret, P., Edwards. H., McKay, F., McConnell-Imbriotis, A. & Nye, A. (2004). The Aesthetics of learning: the Song and Dance of the women of the Fiery Cottage. In Proceedings of the Adult Learning Australia 44th Annual Conference.

Schools Research

Nye, A. (2017). Rebuilding Schools After Fire. In Y. Masters & N. Rizk (Eds.).  Linking Research to the Practice of Education 1(1) pp. 3-4. ISSN 2207-5151

Nye, A. (2016). ‘Working from the boot of a red Falcon’: The impact of major fires in four Australian schools. Australian and International Journal of Rural Education, 26(1), 83–98.

Nye, A. (2014). Connections of Place and Generation: Women Teachers in Rural Schools in NSW, Australian and International Journal of Rural Education, 24(3), 69-81.

Conference Presentations (recent)

Nye, A., Charteris, J., & Pillay, D. (2023) Childhood memories and troubled histories: Practicing decolonisation through the vital materiality of landscapes and waterways. AARE. Melbourne.

Nye, A., & Clark, J. (2023).  Teaching history today: Introducing post-qualitative and new materialism for diversification of the contemporary tertiary history classroom, ECER, University of Glasgow, Scotland.

Charteris, J., & Nye, A. (2023). Crisis leadership and communication: Working with school communities after catastrophic school fires, ECER, University of Glasgow, Scotland.

Charteris, J., Pillay, D., & Nye, A. (2023).  Enfleshments through aesthetic life-art-writing: Onto-epistemological encounters and vital matter in the academy , ECER University of Glasgow, Scotland

Clark, J., & Nye, A.  (2023). Be assured: History as a discipline, and its educators, are well placed to thrive  in an age of uncertainty, HEIRNET, Stockholm, Sweden.

Pillay, D. Charteris, J., & Nye A. (2023). Aesthetic life-art-writing for the pursuit of truth in academia, AERA, Chicago.

Nye, A. (2022). ‘Working From the Boot of a Red Falcon’: Schools Recovering From Fire Rural Regional and Remote Education research Colloquium,  University of New England.

Nye, A., & Charteris , (2022). Epistemological shudders: Emergent political and  historical awakenings, AARE, University of South Australia, Adelaide

Nye, A., Pillay, D.,  & Charteris, J. (2022). Reimagining ethic-ontologies of academic bodies: Plugging into vital matter through arts-based work, PESA, UNSW Sydney.

Nye, A. & Clark, J. (2021). Museums as sites for historical inquiry: Serendipitous and embodied practice History Educators International Research Network’s [HEIRNET] 18th Annual Conference 31 August-2 September.

Clark, J. & Nye, A. (2021). Why History Education – Now? International Society for History Didactics Annual Conference 16-18 September.

Clark, J. & Nye, A. (2020). A Disciplinary Perspective on the post COVID university. What can History offer? The Post-Pandemic University, Faculty of Education, University of Cambridge, 18 September.

Nye, A. (2019). Teaching History in Australian Universities: Encounters in historical scholarship, evidence and practice. Public History, History Culture, Identity, and Pedagogy: International perspectives on opportunities for critical disciplinary thinking in History, History Educators International Research Network (HEIRNET), University of Vienna, Vienna. 2-4 September.

Nye, A. and Clark, J. (2019) Teaching Migration History in Universities in Australia and Britain: Challenges and debates, Migration and History Education, International Society for History Didactics (ISHD), Tutzing, Germany. 9–11September.

Nye, A. (2018). Imaginative and Enabling Pedagogies for Undergraduate Students of the History Discipline. ISSOTL 18 Towards a Learning Culture, Bergen, Norway. 24-27 October.

Nye, A. (2017). Defining and Measuring Excellence in the Teaching of History in Higher Education. History: New to Teaching Conference, Institute of Historical Research, Senate House, University of London, 12 September.

Nye, A. (2017). History’s Generations: Imagination and the open gate. Australian Association for Research in Education (AARE), Canberra, ACT, 26-30 November.

Charteris, J., Nye, A., Jones, M. & Page, A. (2017). Affective flows in the media firestorm: Belonging, lust, resistance, and hope through the networked gaze. Association for Research in Education (AARE), Canberra, ACT, 26-30 November.

Nye, A. (2016). Researching the History Discipline in Australian Universities: three national studies, Australian Association for Research in Education (AARE), Melbourne, VIC.

Nye, A. & Posthausen, G. (2016). Refiguring Leadership: Rebuilding Schools After Fire, Australian Association for Research in Education (AARE), Melbourne, VIC.

Charteris, J., Jones, M. & Nye, A. (2016). Joussiance as an ecstasy of escape: Refrain in the academy, Australian Association for Research in Education (AARE), Melbourne, VIC.

Barker, L., Charteris, J. & Nye, A. (2016). Learning Through Generations: Matrilineal Narratives of Care, AWGSA De/storying the Joint, International Biennial Conference, Queensland University of Technology, Brisbane. QLD.

Nye, A. (2016). Shaping the Discipline: Teaching History in Australian Universities. Teaching History in Higher Education, Bielefeld University, Bielefeld, Germany, 24-25 May.

Nye, A. (2016). Global History in Australian Universities Global History Panel -Teaching History in Higher Education, Bielefeld University, Bielefeld, Germany, 24-25 May 2016.

Clark, J. and Nye, A. (2015). 'Surprise Me': The (im)possibilities of agency and creativity within the standards framework of History education. Teaching History: Fostering Historical Thinking Across the K–16 Continuum, University of California, Berkeley 1-2 May.

Clinical Skills and Experience

Memberships

Academic Associations

Australian Historical Association [AHA]
Professional Historians Association NSW [PHA]
Australian Women's and Gender Studies Association [AWGSA]
Society for Research in Higher Education [SRHE]
International Society for History Didactics [ISHD
Royal Historical Society (UK)

Committee memberships and other roles

Australasian History SoTL Committee
Research Training Working Group, School of Education
Rural, Regional and Remote Education Research Group (Leader)
Armidale Pine Forest Management Committee (Secretary)

Consultancy Interests

Community and Advocacy Organisation Collaborations

Related Links

Further Information