Visiting scholars


Maria Kecskemeti is our visiting scholar in residence the academic year of 2015/2016. She is Senior Lecturer in Te Oranga School of Human Development and Movement Studies at the University of Waikato, Hamilton, New Zealand. She teaches inclusive practices and classroom management in initial teacher education and conflict resolution (narrative mediation and restorative practices) in postgraduate programmes in education, leadership, disability and inclusion studies and counselling. While on study leave in Hungary between September, 2015 and February, 2016, she is doing fieldwork as part of her research that explores the potential of relationship practices that respond to processes of normalisation and exclusion in educational and community contexts. As part of her visit, we are working on a shared project between TNT and her home Research Unit, Difference, Disability, Inclusion (DDI).


2011 PhD University of Waikato
2003 Master of Counselling University of Waikato
1996 Diploma in Teaching Children with Special Needs, Wellington College of Education
1977 Master of Arts University of Szeged, Hungary
1977 Diploma in Teaching University of Szeged, Hungary

Research interests

- the use of post-structural theory for unsettling ‘normal’ and responding to (corporeal) difference in educational and organisational settings
- intra-action and intra-active pedagogies (Barad, Deleuze, Davies)
- mechanisms of exclusion: practices that (re-)inscribe power hierarchies and constitute persons as undesirable subjects
- precariousity and critique (Butler)
- collective biography as a research methodology (Davies & Gannon)
- discourses of schooling and discursive practices that produce conflict and maintain bullying

Selected Publications
Journal Articles:

Hamilton, C. & Kecskemeti, M. (2015). Beginning teachers reflect on inclusive practices – ‘I didn't realise that he only had half a hand’. International Journal of Inclusive Education, Published online 15 June,

Kecskemeti, M. & Hamilton, C.  (2015). Uncovering precariosity using a circle conversation with counselling practitioners -  the institutions are training the people but where is the work for them? (under review by New Zealand Journal of Counselling for December issue).

Kecskemeti, M. (2013). Competent students and caring teachers: is a good pedagogy always the best pedagogy?  Teachers and Curriculum, 13, 93-98.

Kecskemeti, M., Kaveney, K. , Gray, S. & Drewery, W. (2013).  A deconstructive approach to class meetings: Managing conflict and building communities. Narrative and Conflict: Explorations in Theory and Practice 1(1).

Kecskemeti, M. (2013).  The stance of curiosity in the classroom: Is there a place for counselling skills in teachers’ work? New Zealand Journal of Counselling, 33(1), 36-53.

Kecskemeti, M. (2013) A Discursive Approach to Restorative Practice: Improving the Learning Environment through Professional Learning.  ENGAGE: The International Journal of Research and Practice on Student Engagement, 1(1), 24-35.

Kecskeméti, M., Csomortáni Z., Petróczi, E.,  Polyák, F.,  & Tóth, E. Gy. (2012). Resztoratív eljárások az osztályban. (Restorative practices in the classroom) Új Pedagógiai Szemle (New Pedagogical Review), 7-8, 158-173. 

Drewery, W., & Kecskemeti, M. (2010). Restorative Practice and Behaviour Management in          Schools: Discipline Meets Care. Waikato Journal of Education, 15(3), 101-113.

Kecskemeti, M. (2004). Narratív terápia: Bemutató és ajánlás Új-Zélandból (Narrative therapy: An introduction and recommendation from New Zealand).  Pszichoterápia (Hungarian Journal of Psychotherapy), 13(6) 366-377.

Book chapters:
Kecskemeti, M.  (2015). Managing learning environments. In D. Fraser & M. Hill (eds.) The professional practice of teaching.  5th edition, Cengage Learning  (hard copies of book to be received by authors after 20th of August).

Kecskemeti, M., Hamilton, C. & Brink, A. Developing inclusive practices: Deconstructing and reconstructing partnerships in times of change.  In C. Cowie & R. McNae (eds.) Realizing Innovative Partnerships in Educational Research: Theories and methodologies. Sense Publishersrevised chapter submitted to editors.

Books in preparation:
Kecskemeti, M. & Winslade, J. Better classroom relationshipsA relationship centred approach. To be submitted to publisher, NZ Council for Educational Research (NZCER) by December, 2015.

Kecskemeti, M., Paki, V., Brink, A., Crocket, K., Davies, B., Kotze, E. & Peters, S. Becoming ethical subjects: Children and communities – based on collective biography workshop lead by Professor Bronwyn Davies, University of Waikato, July 2015.



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