Profiles
Dr Ken Gale
Lecturer in Post-16 Education
Plymouth Institute of Education (Faculty of Arts, Humanities and Business)
- Narrative enquiry
- Performative writing
- Collaborative writing
- Deleuze
- Autoethnography
- Poststructuralism
Email publicrelations@plymouth.ac.uk to enquire.
Biography
Biography
Ken works in the Institute of Education in the Faculty of Arts, Humanities and Business at the University of Plymouth in the UK and has published widely and presented at a number of international conferences on the philosophy of education, research methodologies and collaborative approaches to education practices. His current research involves the use of more than simply human approaches to theorising and inquiry, in encounters with creative and relational space making and the in/formational play between discursively constructed and materially constituted aspects of pedagogy and research in contemporary education. His most recent book, Writing and Immanence: Concept making and the reorientation of thought in pedagogy and inquiry is due for publication by Routledge at the end of 2022.
Teaching
Teaching
Teaching interests
Ken's main teaching interests are within the philosophy of education, the study of post structural theory and narrative and autoethnographic inquiry as they may be applied to teacher education and continuing professional development . Ken has written and currently teaches modules on the masters and BA programmes within the faculty on the philosophy of education, gender studies, discourse theory, higher education in further education contexts and narrative approaches to education.
Research
Research
Research interests
My next book publication is:
Writing and Immanence: Concept making and the reorientation of thought in pedagogy and inquiry.
Due for publication by Routledge in December 2022
The following offers a brief profile of the book content and gives some suggestion of te research with which I am currently engaged:
This book does not offer solutions or answer questions. It is a book that is attentive to the unabatingly potent, sometimes agonistic, forces at play in the continuing unfoldings of crises of representation. As immanent doing, the writing in the book writes to destabilise the orthodoxies, conventions and unquestioned givens of writing in the academy and, in so doing, is troubled by the ontogenetic uncertainties of its own writing coming into being. In the always active processualism of presencing, the fragility of word and concept creation animates, what Meillassoux has described as ‘the absolute necessity of the contingency of everything’.
In working to avoid the formational and structural linearities of a series of numbered consecutive chapters, the book is constructed in and around the movements of the always actualising capaciousness of Acts. In offering engagements with education research and pedagogy and always sensitive to the dynamics of multiplicity, each Act emanates from and feeds into other en(Act)ments in the unfolding emergence of the book. Hence, in agencement, the book offers multiple points of entry and departure. In this, it is a book that writes to create discomfort for the logic and mediations of the neurotypical; it is a book that welcomes the insurgencies created by the always shifting forces of encounter and action of the neurodiverse. Deleuze has said that a creator is ‘someone who creates their own impossibilities, and thereby creates possibilities…it’s by banging your head on the wall that you find a way through.’ Therefore, the writing of this book writes to the writing, pedagogic and research practices of those in education and the humanities who are writing to the creation of such impossibilities.
Research groups
Other research
See list of publications
Research degrees awarded to supervised students
To date, I have supervised six students/doctoral candidates to successful completion of their doctorates.
Grants & contracts
£5,000 from the Teaching Fellowship Award Scheme set up to enquire into Writing for Professional Development with colleagues from the Faculty of Education.
£5,000 ESCALATE grant to support a collaborative writing research group with colleagues from the Universities of Oxford, Bristol and Keele engaged in an enquiry into collaborative writing and research processes amongst post graduate students. The main output from this research will be to produce, in conjunction with technical support from the HEA, an online, collaborative writers/researchers ‘toolkit’ by the end of 2009.
Publications
Publications
Key publications
Key publications are highlighted
Journals
Gale, K. and Murray, F. (2022) Writing as PARTicipation: working towards in:tuition and intimating Reconceptualising Educational Research Methodology Special Edition, Thought in Motion: Erin Manning’s Imperatives for Educational Research and Qualitative Inquiry.
Gale, K. and Wyatt, J. (2022) Making trouble with ontogenesis: Collaborative writing, becoming, and concept forming as event Qualitative Inquiry, Vol. 28(1) 80-87.
Gale, K. (2021) Now you see me, now you don’t: living with Deleuze, intimating in the dance of movements, moments and sensation Cultural Studies <=> Critical Methodologies Special Issue, Deleuze and intimacy: of ontologies, politics and the untamed, Vol. 21(6) 466–472.
Diversi, M., Gale, K., Moreira, C., and Wyatt, J. (2021) Writing With: Collaborative Writing as Hope and Resistance International Review of Qualitative Research Vol. 14(2) 302–312.
Dunlop, M., Del Negro, G., De Munck, K., Gale, K., Mackay, S, Price, M., Sakellariadis, A., Soler, G., Speedy, J., and Van Hove, G. (2020) Something Happened in the Room: Conceptualizing Intersubjectivation International Review of Qualitative Research. DOI: 10.1177/1940844720968214.
Gale, K. (2020) The Anthropocene, Affect, and Autoethnography? Journal of Autoethnography, Vol. 1, Issue 3, pp. 304–308.
Gale, K. (2020) Writing in Immanence: A Creative-Relational Doing? Departures in Critical Qualitative Research, Vol. 9, Number 2, pp. 92– 102.
Gale, K., Wyatt, J., Gullion, J. S., Hou, N., Jeansonne, C., Linnell, S., Reaves, M. A., Reilly, R. A., and Rhodes., (2019) Deleuze and Collaborative Writing in the Dance of Activism International Review of Qualitative Research, Vol. 12, No. 3, Fall 2019, pp. 323–338.
Gale, K. (2019) Worlding with Objects: Making Them Less Ordinary Departures in Critical Qualitative Research, Vol. 8, Number 3, pp. 64-68.
Gale, K., & Wyatt, J. (2019). Autoethnography and activism: Movement, intensity, and potential Qualitative Inquiry, 25, 566–568.
Wyatt, J and Gale, K. (2018) Writing to it: creative engagements with writing practice in and with the not yet known in today’s academy International Journal of Qualitative Studies in Education Vol. 31, 2, 119-129.
Gale, K. (2017) Not All Who Wander Are Lost and All Who Wonder Are Found International Review of Qualitative Research Special Issue: Manifesting the Future of Autoethnography, Guest Editor: Stacy Holman Jones, Vol.10, No.1, pp. 4-9.
Gale, K. (2016) Ordinary? Affects? Swimming with Kathleen Stewart and others against the tide race of representation and the heresies of names Departures in Critical Qualitative Research Winter 2016, Vol. 5 No. 4, (pp. 48-61) DOI: 10.1525/dcqr.2016.5.4.48
Gale, K. and Wyatt, J. (2016) Working at the Wonder: Collaborative Writing as Method of Inquiry Qualitative Inquiry Vol. 23(5) 335-364 DOI: 10.1177/1077800416659086
McKenzie, L., Turner, R. and Gale, K. (2016) Reflective writing: I wouldn’t start from here – examining a professional development initiative to enhance the scholarly activity of English HE in FE lecturers Reflective Practice: International and Multidisciplinary Perspectives, Volume 17, Issue 4, pp.430-443, DOI:10.1080/14623943.2016.1169168.
Gale, K (2016) Writing minor literature: working with flows, intensities and the welcome of the unknown Qualitative Inquiry, Vol. 22(5) 301– 308. DOI:10.1177/1077800415615615
Wheeler, S., Kelly, P., and Gale, K. (2016). The influence of online problem-based learning on teachers’ professional practice and identity. Research in Learning Technology, 13(2), 125-137. doi:10.1080/09687760500104088
Gale, K. (2014) Remembering Learning About America: Real/izing the Impact of Western Movies on the Discursive and Material Construction of (My)Self, Cultural Studies ↔ Critical Methodologies, Volume 14 Issue 3 June 2014 pp. 237 - 241.
Gale, K. (2014) Moods, tones, flavours: living with intensities as inquiry, Qualitative Inquiry, Vol. 20, No. 8, 998-1005.
Wyatt, J., Gale, K., Gannon, S., Davies, B., Denzin, N., St. Pierre. (2014) Deleuze and Collaborative Writing: Responding to/With “JKSB” Cultural Studies ↔ Critical Methodologies https://doi.org/10.1177/1532708614530313.
Bridges, N. Brown, L. Ferguson, J. Gale, K. Gallant, M. Hung, Y. L. Martin, V. Porter, S. Reece, J. Sakellariadis, A. Speedy, J. Wyatt, J. (2013) Riffing Off Laurel Richardson International Review of Qualitative Research. 6(4):585-603.
Wyatt, J. and Gale, K. (2013) Singularities and Multiplicities: A Preface to the Special Issue on Collaborative Writing International Review of Qualitative Research 5(4):345-347 DOI: 10.1525/irqr.2012.5.4.345.
Wyatt, J., Gale, K., Pelias, R., Spry, T. and Russell, L. (2013) Intensity, International Review of Qualitative Research, Vol. 6, No. 1, 165-180.
Gale. K, Gallant. M, Gannon. S, Kirkpatrick. D, Malthouse. M, Percy. M, Perrier. M, Porter. S, Rippin. A, Sakellariadis. A, Speedy. J, Wyatt. J, and Wyatt. T. (2013) Inquiring into Red/Red Inquiring, Humanities, 2(2), 253-277.
Gale, K. Turner, R, and McKenzie, L. (2013) Action research, becoming and the assemblage: a Deleuzian reconceptualisation of professional practice, Educational Action Research, Vol. 21, No.4, 549-564.
Gale, K. (2013) Action research and the assemblage: engaging Deleuzian pedagogy and inquiry beyond the constraints of the individual and the group in education settings. International Review of Qualitative Research in Education. pp. 1-15 | DOI: 10.1080/09518398.2013.805447
Gale. K, Pelias R, Russell L, Spry T, & Wyatt J (2013) Intensity: A collaborative autoethnography. International Review of Qualitative Research, 6, 1, 165-180.
Gale, K. (2012) Knowing me, knowing you: becoming father, becoming son in the fluid play of memory, affect and intuition, Qualitative Inquiry, Special Edition, Fathers-Sons Collection, Volume 18, Issue 2, pp.149-152.
Gale. K, Pelias R, Russell L, Spry T, & Wyatt J. (2012) Darkness and silence: The dis/connection of writing intimacy. International Review of Qualitative Research, 5, 4, 407-426
Gale, K., Martin, V., Sakellariadis, A., Speedy, J., and Spry, T., (2012) Collaborative Writing in Real Time, Critical Studies/ Critical Methodologies, Vol. 12 (5) pp. 401- 407.
Gale, K. and Pineau, E. (2012) Flows, tides and transatlantic drifts: an emergent methodology of collaborative performative writing, International Review of Qualitative Research, Volume 4, Issue 4, pp. 317-335.
Guttorm, H., Hilton, K., Jonsdottir, G., Löytönen, T., McKenzie, E., Gale, K., and Wyatt, J. (2012) Encountering Deleuze: Collaborative Writing and the Politics of Stuttering in Emergent
Language International Review of Qualitative Research, Vol. 5, No. 4, pp. 377-398.
Wyatt J, Gale K, Pelias R, Russell L, and Spry T. (2011). How writing touches: An intimate scholarly collaboration. International Review of Qualitative Research, 4, 3, 253-277
Gale, K., Wyatt, J (2011) The Textor, the Nomads, and a Labyrinth: A Response to Graham Badley Qualitative Inquiry Volume 17, Issue 6, July 2011, pp. 493 – 497.
Gale, K. Turner, R, and McKenzie, L. (2011) Communities of praxis, scholarship and practice styles of the HE in FE professional, Journal of Vocational Education and Training, Vol. 63, No. 2, 159-169. (June 2011)
Done, E., Knowler, H., Murphy, M., Rea, T. and Gale. K. (2011) (Re)Writing CPD: Creative Analytical Practices and the ‘Continuing Professional Development’ of Teachers Reflective Practice, 12.3 (June 2011) pp. 389-399.
Gale, K., Wyatt, J., McKenzie, L. and Jonsdottir, G. (2010) Deleuze and collaborative writing: reflections upon a Masterclass, Research Intelligence, British Education Research Association, Issue 113, pp.16/17.
Wyatt J, Gale K, Gannon S, and Davies B. (2010) Deleuzian thought and collaborative writing: a play in four acts. Qualitative Inquiry Volume 16, (9) pp. 730-741
Gale K (2010) An Inquiry in to the Ethical Nature of a Deleuzian Creative Educational Practice Qualitative Inquiry Volume 16, No. 5, pp. 303-309.
Gale, K. Speedy, J. and Wyatt, J. (2010) Gatecrashing the oasis? A joint doctoral dissertation play, Qualitative Inquiry, 16 (1) 21-28.
Gale, K and Wyatt, J (2008) Two men talking: A nomadic inquiry into collaborative writing. International Review of Qualitative Research Vol. 1, No.3, Nov. 2008, pp.361-380.
Gale, K and Wyatt, J (2008) Becoming men, becoming-men? A collective biography. International Review of Qualitative Research Vol. 1, No. 2, Aug 2008, pp.235-255.
Gale. K. and Wyatt J. (2007) Writing the incalculable: a second interactive inquiry in Qualitative Inquiry 14.1, Vol. 13, No. 6, pp. 787-808.
Gale. K, Wheeler, S. and Kelly, P. (2007) Learning in cyberspace: an examination of changes in professional identity and practice style in an online problem-based learning environment The Quarterly Review of Distance Education, Volume 8(4), 2007, pp. 297-307
Gale. K. (2007) Teacher Education in the University: Working with Policy, Practice and Deleuze in Teaching in Higher Education Volume 12, Number 4 (August) pp. 471-583
Gale. K. (2007) A Conversation about Labov in Qualitative Inquiry, Vol. 13, No. 5, July, pp.728-742.
Kelly, P., Gale, K., Wheeler, S., and Tucker, V. (2007) Taking a stance: promoting deliberate action through online postgraduate professional development Technology, Pedagogy and Education Vol. 16, No, 2, July, pp. 153-176.
Gale. K. and Wyatt J. (2006). Inquiring into Writing: an Interactive Interview Qualitative Inquiry, Volume 12, No. 6 December, pp.1117-1134
Wheeler S, Kelly P and Gale K (2005) The Influence of Online Problem Based Learning on Teachers’ Professional Practice and Identity in ALT-J, Research in Learning Technology Vol. 13, No. 2, June, pp 125 – 137Gale, K. (2003) Creative Pedagogies of Resistance in Post Compulsory Teacher Education, in E. Atkinson, K. Gale and J. Satterthwaite (Eds) Discourse Power and Resistance: Challenging the Rhetoric of Contemporary Education Stoke on Trent Trentham. Gale, K., Martin, K. and McQueen, G. (2002) Triadic Assessment, Assessment and Evaluation in Higher Education, 27, 6.
Gale, K. (2001) Teacher Education within Post Compulsory Education and Training: A Call for a Creative Approach, in A. Craft, B. Jeffrey and M. Liebling (Eds) Creativity in Education London Continuum.
Haynes, J. Gale, K. and Parker, M. (2014) Philosophy and Education: An introduction to key questions and themes, London: Routledge.
Wyatt, J., Gale, K., Pelias, R., Spry, T. and Russell. L (2012) How Writing Touches: An Intimate Scholarly Collaboration, Newcastle: Cambridge Scholars Press.
Gale, K. (1985) Behavioural and Supervisory Studies (for Hotel and Catering Operations), Cheltenham: Stanley Thorne
Gale, K. and Odgers, P. (1984) Hotel and Catering Supervision, Cheltenham: Stanley Thorne.
Gale, K (2015) Animating Creativity as Becoming: A Posthuman Engagement with Pedagogic Practice in Contemporary Higher Education Settings, in Posthuman Research Practices in Education, Taylor, C. and Hughes, C. (Eds.)London: Palgrave MacMillan.
Gale, K. and Beaumont, E. (2015) Teacher and student experiences of collaborative writing at Masters Level in Kneale, P.E. (Ed.) Masters Level, teaching, learning and assessment, Palgrave: London.
Gale, K. and Wyatt, J. (2014) Two men talking: Performing selves in emergent relational space in Speedy, J. and Wyatt, J. (eds.), Creative practitioner inquiry in the helping professions, Rotterdam: Sense Publishers, pp.177–183.
Wyatt, J. and Gale, K. (2013) Assemblage/ethnography: Troubling constructions of the self in the play of materiality and representation. In Short, P, Turner, L, and Grant, A. (Eds.) Contemporary British autoethnography, Rotterdam, Sense, pp. 139-157.
Wyatt, J. and Gale, K. (2013) Getting out of selves: An assemblage/ethnography? The Autoethnography Handbook, Adams. T., Ellis. C, Holman-Jones, S. (Eds.) Thousand Oaks, CA: Sage, pp. 300-313.
Gale K (2009) Writing a collaborative dissertation: some reflective considerations in Brown T (Ed.) The doctorate: stories of knowledge, power and becoming pp. 33-41 Bristol Higher Education Academy.
Gale K (2009) Cyberculture and poststructural approaches, in Wheeler S (Ed.) Connected minds, emerging cultures: cybercultures in online learning, Charlotte N.C: Information Age Publishing, pp.159-167.
Gale, K. (1986) The Hotel and Catering Industry: A Students Guide, in Odgers P (3 chapters on Communication and Study Skills, pp. 83-117, Cheltenham: Stanley Thorne.
Conference papers and workshops
Gale, K, Pelias, R, Russell. L, Spry. T and Wyatt, (2011) Collaborative Writing and Performativity, Panel Session at 7th International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, USA, May 2011.
Gale, K. (2011) Knowing me, knowing you: becoming father, becoming son in the fluid play of memory, affect and intuition, invited presentation at Fathers and Sons panel session at 7th International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, USA, May 2010
Gale, K. (2011) Action Research and the Higher Education Practitioner, Discourse Power and Resistance Conference, April 2011, Plymouth.
Gale, K, Pelias, R, Russell. L, Spry. T and Wyatt, (2010) Collaborative Writing and Performativity, Panel Session at 6th International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, USA, May 2010.
Gale, K. and Pineau, E. (2010) Chasing shadows; making sense of lived experience through collaborative writing and performance, Panel Session at 6th International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, USA, May 2010.
Gale, K, Wyatt, J, Davies, B and Gannon, S (2009) Deleuze and Collaborative Writing Spotlight Session at 5th International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, USA, May 2009
Gale, K, Pelias, R, Russell. L, Spry. T and Wyatt, (2009) Collaborative Writing and Performativity Panel Session at 5th International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, USA, May 2009
Gale. K, White, J, Clark-Keefe, K, Sikes, P, et al (2009) Creativity and Ethics Panel Session at 5th International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, USA, May 2009
Gale, K and Wyatt, J (2008) Two men talking two: Therapy – a story. 4th International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, USA, 15-17 May 2008
Gale, K, Pelias, R, Russell, L, Spry, T and Wyatt, J (2008) Five ways of caring: the complexities of a loving performance. 4th International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, USA, 15-17 May 2008
Gale, K. and Wyatt, J. (2007) Two men talking: a nomadic enquiry into collaborative writing. Paper presented at Arts-Based Educational Research Conference, University of Bristol, 5-7 July 2007
Gale, K. and Wyatt, J. (2007) Two men talking: a nomadic enquiry into collaborative writing. Paper presented at Third International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, USA, 3-5 May 2007
Gale, K. and Wyatt, J (2006) Performing an inquiry into writing (1) Paper presented at Second International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, USA, 4-6 May 2006
Gale, K and Wyatt, J (2006) Performing an inquiry into writing (2) Paper presented at Second International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, USA, 4-6 May 2006
Gale, K and Wyatt, J (2006) Performing an inquiry into writing (1) Paper presented at Discourse, Power, Resistance (5) conference, Manchester Metropolitan University, 20-22 April 2006
Gale, K and Wyatt, J (2006) Performing an inquiry into writing (2) Paper presented at Discourse, Power, Resistance (5) conference, Manchester Metropolitan University, 20-22 April 2006
Gale K (2003) The use of ‘transgressive data’ in the construction of a creative research practice Paper presented at Discourse Power and Resistance Conference, University Of Plymouth, 6th – 8th April 2003
Gale K (2003) The use of ‘transgressive data’ in the construction of a creative research practice Paper presented at BERA Conference, Herriot-Watt University Edinburgh, September 11th – 13th, September 2003
Gale K (2002) Flanerie: A Creative Pedagogy for Teacher Education in Post Compulsory Education and Training? Paper presented at: BERA Conference, University of Exeter, September 12th – 14th. Creativity SIG Symposium - Conceptualising Creativity
Book reviews
Ryan A (2001) Feminist Ways of Knowing: Towards Theorising the Person for Radical Adult Education London NIACE
Bold C (2008) Using Narrative in Research: Theory and Practice London Sage
Editor
Gale, K and Wyatt, J. (2014) (Eds.) Collaborative Writing as a Method of Inquiry, Special Edition of Cultural Studies ó Critical Methodologies. Volume 14, Number 4 August 2014.
Wyatt, J. and Gale, K., (2013) (Eds.) Collaborative Writing, Special Edition of International Review of Qualitative Research. Vol. 5, No. 4, Winter.
Member of the editorial board of Departures in Critical Qualitative Research published by Left Coast Press.
Personal
Personal
Reports & invited lectures
Invited seminars
Gale K and Wyatt J (2011) Invited Workshop, Deleuze and Collaborative Writing 7th International Congress of Qualitative Inquiry, University of Illinois, Urbana-Champaign, USA, May 2011
Gale, K. and Wyatt, J. (2010) Research Master Class on Deleuze and Collaborative Writing as a Method of Inquiry. British Education Research Association, 2010 Annual Conference, University of Warwick, September 2010.
Gale, K. (2010) Invited presentation: Putting Deleuze to Work, 1st International Summer Institute in Qualitative Research: Putting Theory to Work. Education and Social Research Institute, Manchester Metropolitan University, July 2010.
Gale K and Wyatt J (2010) Invited Workshop, Deleuze and Collaborative Writing 6th International Congress of Qualitative Inquiry, University of Illinois, Urbana-Champaign, USA, May 2010
Gale, K. and Wyatt, J. (2008) Two men talking: a nomadic enquiry into collaborative writing. Oxford Learning Institute, University of Oxford, 6th March 2008.
Gale K (2007) Creativity and Performativity: An Examination of Constructions of Creativity within Institutional Settings, Truro College July 2007
Gale, K. and Wyatt, J. (2007) Two men talking: a nomadic enquiry into collaborative writing. Graduate School of Education, University of Bristol, 11 December
Other academic activities
Other scholarly activity
Panel chair, Third International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, USA, 4-6 May 2007
Panel chair, Fourth International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, USA, May 2008
Narrative Approaches to Education Research, co-authored with Pat Sikes, component of the University of Plymouth, Faculty of Education, Integrated Masters Programme, Research in Education module (RESINED) at http://www.edu.plymouth.ac.uk/resined/