Senior Lecturer, Faculty of Education.

Member, American Educational Research Association
Member, Australian Association for Research in Education
Member, Australian Teacher Education Association
Member, Australian Vocational Education and Training Research Association

BA Melb, MEd Melb,MA Melb, PhD Melb

Pedagogy and curriculum, education policy, research methodology, sociology of knowledge, recent social theory.

My interests lie in theoretical and empirical work on knowledge, power, identities, technologies and education policy and practice in the context of secondary and tertiary sectors of education. I have a particular interest in poststructural and Foucauldian theory, especially as this has been developed in the work of Bruno Latour and John Law. These interests are pursued empirically using qualitative and semiotic methods, along with discourse analysis.

MONOGRAPHS:
MULCAHY, D. (2003). Leadership and management in vocational education and training: Staying focussed on strategy – Volumes 1&2. National Centre for Vocational Education Research, Adelaide. ISBN 1740961250
MULCAHY, D. & JASMAN, A. (2003). Towards the development of standards of professional practice for the Victorian TAFE teaching workforce, Office of Training and Tertiary Education, Department of Education and Training, Melbourne, http://www.tafecentre.vic.edu.au/pdfs/Standards.pdf
MULCAHY, D. & JAMES, P. (1999). Evaluating the contribution of competency-based training, National Centre for Vocational Education Research, Adelaide. ISBN 0873975529.

RECENT REFEREED CHAPTERS:
MULCAHY, D. ‘Teacher professional becoming: A practice-based, actor-network theory perspective’. In L. Scanlon (ed.), ‘Becoming’ a professional: An interdisciplinary analysis of professional learning, Springer, Dordrecht, The Netherlands (in preparation).
BECKETT, D. & MULCAHY, D. (2006). Constructing Professionals’ Employabilities: Conditions for Accomplishment. In P. Hager and S. Holland (eds.) Graduate Attributes, Learning and Employability. Springer, Dordrecht, The Netherlands, pp.243-265.

RECENT REFEREED JOURNAL ARTICLES AND CONFERENCE PAPERS:
MULCAHY, D. Assembling the 'accomplished' teacher: The performativity and politics of professional teaching standards, Educational Philosophy and Theory (forthcoming).
PERILLO, S. & MULCAHY, D. (2009). Performing curriculum change in school and teacher education: A practice-based, actor-network theory perspective, Curriculum Perspectives, vol. 29, no. 1, pp.41-52.
MULCAHY, D. (2007). 'Managing spaces: (re)working relations of strategy and spatiality in vocational education and training'. Studies in Continuing Education, vol. 29, no. 2, pp.143-162.
MULCAHY, D. (2007). 'Mobile pedagogies: Spatially producing the learner-teacher'. In P. Jeffery (ed) Engaging Pedagogies. Proceedings of the 36th Annual Conference of the Australian Teacher Education Association, 27th − 30th November, 2006 University of South Australia, Adelaide.
PERILLO, S. & MULCAHY, D. (2007). 'Performing curriculum change in school and teacher education as a field of socio-material practices'. Paper presented at 2007 Australian Curriculum Studies Association Biennial Curriculum Conference, Curriculum centre stage: Inclusivity, creativity and diversity, Melbourne 8-10 July, 2007.
MULCAHY, D. (2006). 'The salience of space for pedagogy and identity: Problem based learning as a case in point'. Pedagogy, Culture & Society, vol. 14, no.1, 55-69.
MULCAHY, D. (2005). 'Re-constructing relations of teacher education and professional practice: Boundary pedagogy and practitioners at work'. In M. Cooper (ed.), Teacher Education: Local and Global. Proceedings of the 33rd Annual Conference of the Australian Teacher Education Association Conference, 6-9 July 2005 (pp. 318-326). Surfers Paradise, Queensland: Centre for Professional Development, Griffith University.
MULCAHY, D. (2005). 'Between work and learning: Pedagogic practice and interstitial space'. In P. Hager and G. Hawke (eds.), Proceedings of the Fourth International Conference on Researching Work and Learning, Challenges for integrating work and learning, University of Technology, Sydney, 12-14 December 2005, OVAL Research, University of Technology, Sydney.
MULCAHY, D. (2005). 'Organising identities in post-compulsory education: a topological perspective'. In P. L. Jeffery (ed.), Doing the public good: Positioning education research, Australian Association for Research in Education Conference Papers Collection 2004. Melbourne: The Australian Association for Research in Education.
MULCAHY, D. (2004). 'Making Managers within Post-Compulsory Education: Policy, performativity and practice'. Research in Post-Compulsory Education, vol. 9, no. 2, 183-202.
MULCAHY, D. & HILDEBRAND, G. (2004). 'Co-constructing spaces and selves: Problem based learning and the beginning teacher'. In S. McLeod (ed.), Making spaces: Regenerating the profession. Proceedings of the 2004 Australian Teacher Education National Conference, Charles Sturt University, Bathurst, 7-10 July. Australian Teacher Education Association (pp. 21-28).
MULCAHY, D. (2003). 'Making managers in Vocational Education and Training: Policy technologies at work'. In J. Searle, I. Yashin-Shaw & D. Roebuck (Eds.), Enriching learning cultures. Proceedings of the 11th Annual International Conference on Post-Compulsory Education and Training (Vol. 2, pp. 196-203). Brisbane: Australian Academic Press.
MULCAHY, D. (2003). 'Teacher standards and professionalism in TAFE: Prospects, possibilities and pitfalls'. Proceedings of the sixth conference of the Australian Vocational Education and Training Research Association, Australian Academic Press.
MULCAHY, D. & BECKETT, D. (2002). 'Managing tertiary education: Going private, staying public?'. In L. Bennington (Ed.), Enhancing Business and Government Capability. Proceedings of the 16th ANZAM Conference. Beechworth, Victoria, 4-7 December. ISBN 0-9750166-0-1
MULCAHY, D. (2000). 'Brokering the boundaries of industry and education: Cultures of competency-based training'. Australian and New Zealand Journal of Vocational Education Research, vol. 8, no. 2, 39-65.
MULCAHY, D. (2000). 'Body matters in vocational education: The case of the competently trained'. International Journal of Lifelong Education, vol. 19, no. 6, 506-524.
MULCAHY, D. (2000). 'Turning the contradictions of Competence: Competency-based training and beyond'. Journal of Vocational Education and Training, vol. 52, no. 2, 259-280.
MULCAHY, D. & JAMES, P (2000). 'Evaluating the contribution of competency-based training: An enterprise perspective'. International Journal of Training and Development, vol. 4, no. 3, 160-175.
JAMES, P & MULCAHY, D. (2000). 'Competency-based training and beyond: Action research and reflective practice in vocational education and training'. Educational Action Research, vol. 8, no. 3, 515-532.

Over the past decade, I have managed major funded projects on areas such as competency-based training (Evaluating the contribution of competency-based training, with Pauline James, NCVER, 1999), leadership and management (Leadership and management in vocational education and training: Staying focussed on strategy, NCVER, 2003), and standards of professional practice (Towards the development of standards of professional practice for the Victorian TAFE teaching workforce, with Anne Jasman, DE&T, 2003). I have been a team member on other national research projects such as a recent evaluation study of frontline management in vocational education and training organisations (Paradise nearly gained: Developing the Frontline Management Initiative, Barratt-Pugh & Soutar, ANTA, 2002).

I am currently leading an ARC Linkage Project LP0776936 - Strengthening Standards of Teaching through Linking Standards and Teacher Learning: The Development of Professional Standards for Teaching School Geography - in association with Ms Jeana Kriewaldt and Professor David Clarke, along with industry partners: the Australian Geography Teachers' Association, The Geography Teachers' Association of Victoria and the Victorian Institute of Teaching. This project commenced in September 2007 and will conclude in 2010.

CURRENT RESEARCH STUDENTS
PhD:
Helen Aberton
Reem Al-Mahmood
Lynette Campbell
Nicky Carr
Radhika Gorur
Ian Gribble
Naparat Nutsati
Jeana Kriewaldt
May Leckey
Katharine Wilkinson

DEd:
Jay Cohen
David Hillis
Christine Pontin
Jeanne Shaw
Sandra Walls
Melinda Waters