One should be warned, Catherine Duxbury left school with average exam results. Influenced by the works of Orwell, Haraway and Marx, she decided to make a run for it at University, not before having several misguided attempts (Geography and Psychology included). She was, in her youth, annoyed at the totalitarian nature of the English education system, that she thought that doing a degree at first was antithetical to her (delusional sense of) creativity. Until, she did her MA degree and now her PhD. This allowed her to push the doors of perception in ways that she has found productive. Her time outside of formal education has been fuelled by reggae, punk, metal, rock and animals, which have endowed her with many a life skill and a superior portion of cultural capital beyond any strict adherence to a 9-5 lifestyle. Apart from her aforementioned musical tastes and dabbles into psychoactive ‘research’ during her youth, she is also a strict vegan, loves animals and owes her life to three cats and a dog named Freya.
September 2008 – June 2009 University of East London
PGCE PCET (Post Compulsory Education and Training)
• Teaching in Further education: 16-19 year olds
• Teaching Sociology A-level (AS/A2), Teaching Psychology A-level (AS/A2)
• Teaching BTEC Health and Social Care (Level 3)
October 2006 - 7th September 2007, University of Essex.
• Dissertation title: Framing Process, Collective and Personal Identities of a local
Environmental Social Movement (awarded a distinction)
2002-2005 University of Huddersfield
BSc. (Hons) Psychology: Upper Second Class (2.1)
• Dissertation Project: Beyond Borders: Creativity in the Visual Arts
- Critical Animal Studies
- Feminism, specfically Ecofeminism & Feminist animal studies
- Feminist science studies
- cultural studies
- Philosophy and history of science
- mental health/illness
- Animal Rights
- Sociology of nature/environment
- Social Movements esp. ESMs.
- Veganism/feminist veganism
29/08/11 – present H.E. Teaching, Colchester Institute, Essex.
• BA/FdA Health and Social Care, Early Years Education
• Modules: Research Appreciation and Critiquing, Study Skills, Professional Development through Research, Pan-European Education and Care, Introduction to Research Awareness, Health and Wellbeing
• Supervising dissertation students
• Marking assignments
• Moderating/IV work
• Personal tutor
September 2011/12 – 2013/14 University of Essex
Graduate Teaching Assistant/Personal Tutor (2012/2013 academic year)
• Media, Culture and Society
• Marking coursework/exam scripts
• Personal Tutor (2012/13) for 1st year undergraduates
18/05/09 –29/08/13 F.E. Teacher Colchester Institute, Essex:
• BTEC Health and Social Care years one and two (level 3) & Course Leader for introductory diploma (2009-2011)
• One-to-one tutorials and pastoral support
• IV-ing and Quality Management of level 3 year one programme
Women and Animals: Theoretical Perspectives, Essex Graduate Journal of Sociology
|Thesis title||Animals, Gender & Science: Animal Experimentation in Britain, 1947-1965
My thesis is an historical analysis of the culture of science and its use of animals in experiments by the British military and in medical scientific research, and its regulation by law, during the period 1947 to 1965. The overall aim of this thesis is to demonstrate the gendered nature of scientific experimentation on animals in mid-twentieth century Britain. To do this, it addresses two aspects of animal experimentation; firstly, exploring how scientific research forms power-knowledge relations through the use of nonhuman animals. Secondly, this thesis analyses the intersection of animal use in science with that of the broader socio-cultural context, asking was science in mid-twentieth century Britain gendered? As a consequence, it explores the effects of this knowledge production upon animals and women. My findings are twofold: that the construction of scientific knowledge through the use of nonhuman animals was one that created subject-object binaries, and this had powerful and detrimental consequences for nonhuman animals. Secondly, this objectification of the nonhuman had resultant power-knowledge effects that reinforced the continuation of specific kinds of scientific knowledge and its associated masculinist ontology of positivism. Consequently the effects of these power-knowledge relations were gendered and had implications for (and intersections with) normative representations of women at the time.