Publications

The following abbreviated list includes only those publications, conference papers, and research grants directly related to Professor Kamler’s expertise in the field of academic writing, publication and doctoral education.

Books:

Kamler, B. & Thomson, P. (2006). Helping doctoral students write: Pedagogies for supervision. London and New York: Routledge.

Kamler, B. (2001). Relocating the personal: A critical writing pedagogy. Albany, NY: State University of New York Press.

Chapters:

Kamler, B. and Thomson, P. (2007). Rethinking doctoral writing as text work and identity work. In B. Somekh and T. Schwandt (eds) Knowledge production: Research work in interesting times. London and New York: Routledge, 166-179.

Schratz, M. &, Walker, R., Kamler, B. (1995). Reading to write: Finding songlines in the research literature. In M. Schratz & R. Walker. Research as Social Change: New Opportunities for Qualitative Research. London: Routledge, 91-103.

Articles:

Kamler, B. and Comber, B. (2008). Making a difference: Early career English teachers research their practice. Changing English: Studies in Culture and Education, 15 (1), 65 – 76.

Kamler, B. (2008). Rethinking doctoral publication processes: Writing from and beyond the thesis. Studies in Higher Education, 33 (8), 283 – 294.

Lee, A. and Kamler, B. (2008). Bringing pedagogy to doctoral publishing. Teaching in Higher Education, 13 (5).

Kamler, B. and Thomson, P. (under review). The failure of dissertation advice books: Towards alternative pedagogies for doctoral writing. Educational Researcher.

Evans, T. and Kamler, B. (2005). The need for counter-scrutiny: Taking a broad view of doctoral education research. In B. Kamler and T. Evans, (eds). Special Issue, Research on Doctoral Education Higher Education Research and Development, 24 (2), 115-118.

Kamler, B. & Thomson, P. (2004). Driven to abstraction: Doctoral supervision and writing pedagogies. Teaching in Higher Education, 9 (2), 195-209.

Kamler, B. (2003). Relocating the writer’s voice: From voice to story and beyond. English in Australia, 138, 34-40.

Evans, T. & Kamler, B. (2002). Doctoral theses: Risky representations and the problems for examination. In E. McWilliam (ed). Research Training for the Knowledge Economy. Brisbane: Refereed Proceedings from the 4th International Biennial Conference on Professional Doctorates, 99-108.

Conference presentations:

Kamler, B. and Thomson, P. (2008). Getting authoritative about academic writing and writing pedagogies: A workshop for early career researcher and new doctoral supervisors. British Educational Research Association, Heriot Watt University, Edinburgh, Scotland, September 3-6.

Lee, A. and Kamler, B. (2007). Bringing pedagogy to doctoral publishing. Paper presented as part of the symposium ‘Bringing a pedagogy of writing to the doctorate and beyond’. American Educational Research Association Conference, Chicago, April 15-19.

Kamler, B. and Thomson, P. (2007). Helping doctoral researchers write with authority. AERA short professional development course. American Educational Research Association Conference, Chicago, April 15-19.

Kamler, B. and Thomson, P. (2006). Doctoral writing: pedagogies for working with literatures. Paper presented to the American Educational Research Association Conference, San Francisco, April 7-11.

Kamler, B. (2006). Rethinking PhD publication practices: Pedagogies for writing from and beyond the thesis. Paper presented as part of the symposium ‘New directions in research writing. Quality in Postgraduate Research International Conference, Adelaide, April 20-21.

Kamler, B. (2005). Rethinking doctoral writing as text work and identity work. Paper presented to the ICARE Conference, Manchester Metropolitan University, Manchester, UK, September 12-14.

Kamler, B. (2005). Learning the ropes of academic publishing: Doctoral writing output in Education and Science. Paper presented to British Educational Research Association Conference, University of Glamorgan, Wales, September 14-17.

Kamler, B. and Rowan, L. (2004). Quality learning and quality education: New times, new relationships, new pathways. Paper presented at International Symposium on Quality Education, National Normal University of Taiwan, Taipei, December 14-16.

Kamler, B. (2004). Becoming authorised: An investigation of quality doctoral writing in education and science. Quality in Postgraduate Research International Conference, Adelaide, April 22-23.

Kamler, B. (2004). Rethinking doctoral publication and writing practices. Research on Doctoral Education (RODE) Conference, Deakin University, Geelong, April 26-27.

Kamler, B. (2004). Why education graduates do not publish in refereed journals. Quality Learning Research Priority Seminar, Deakin University, June 9.

Kamler, B. (2003). Getting abstracted: Teacher educators as research writers. Refereed conference paper, The Australian Teacher Education Association and ICET Conference: Teachers as Leaders, July 20-25.

Kamler, B. & Thomson, P. (2002) Abstract art or the politics of getting read. Australian Association for Research in Education Annual Conference, Brisbane, December 1-4. http://www.aare.edu.au/index.htm KAM 02252.

Kamler, B. & Thomson, P. (2001) Talking down writing up: Ten emails a day make writing and play. Australian Association for Research in Education Conference, Fremantle, W.A. December 2-6. http://www.aare.edu.au/index.htm, KAM0116

Kamler, B. & Threadgold, T. (1996). Which thesis did you read? In Z. Golebiowski (ed) Policy and Practice of Tertiary Literacy, Volume 1. Selected Proceedings of the First National Conference on Tertiary Literacy: Research and Practice. Melbourne: Victoria University of Technology, 42-58.

Research grants

Getting published in academic journals: Increasing the participation of second language writers. ARC Linkage Grant (with B. Paltridge, University of Sydney), submitted for review, 2008.

This study will investigate the publication inequities experienced by recent doctoral graduates who are second language writers of English. It proposes to increase their publication success by a) documenting the social, cultural, material and linguistic obstacles experienced by second language doctoral graduates wishing to get published in international peer-reviewed journals; b) developing new modes of writing mentoring and support in collaboration with a high profile international journal publisher.

Becoming Authorised: An Investigation of Quality Doctoral Writing. Deakin University Quality Learning Research Grant. (with C. Beavis, A. Allard, J. O’Mara, Deakin University), 2003

This project investigated the experiences, processes and outcomes of doctoral writing in two very different faculties: education and science, where part-time and full time candidature and different disciplinary conventions influence the kind and extent of writing produced. This interview-based case study compared the uses students made of doctoral writing, both during and after candidature, and its effects on their emerging professional identities.