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This volume presents a scholarly investigation of the ways
educators engage in artistic and contemplative practices - and why
this matters in education. Arts-based learning and inquiry can
function as a powerful catalyst for change by allowing spiritual
practices to be present within educational settings, but too often
the relationship between art, education and spirituality is
ignored. Exploring artistic disciplines such as dance, drama,
visual art, music, and writing, and forms such as
writing-witnessing, freestyle rap, queer performative
autoethnograph, and poetic imagination, this book develops a
transformational educational paradigm. Its unique integration of
spirituality in and through the arts addresses the contemplative
needs of learners and educators in diverse educational and
community settings.
This volume presents a scholarly investigation of the ways
educators engage in artistic and contemplative practices and why
this matters in education. Arts-based learning and inquiry can
function as a powerful catalyst for change by allowing spiritual
practices to be present within educational settings, but too often
the relationship between art, education and spirituality is
ignored. Exploring artistic disciplines such as dance, drama,
visual art, music, and writing, and forms such as
writing-witnessing, freestyle rap, queer performative
autoethnograph, and poetic imagination, this book develops a
transformational educational paradigm. Its unique integration of
spirituality in and through the arts addresses the contemplative
needs of learners and educators in diverse educational and
community settings."
This anthology explores life writing as a mode of educational
inquiry, one where students and teachers may get a "heart of
wisdom" as they struggle with the tensions and complexities of
learning and teaching in challenging contemporary circumstances.
Contributors write first-person creative non-fiction in a variety
of life-writing genres, such as memoir, poetry, personal essay, and
various blended genres. Four sections entitled Memory Work, Place
Work, Curriculum Work, and Social Work explore the struggles and
joys of pedagogy where relationships are at the heart of teaching
and learning. The essays address questions such as: What critical
moments in learning and teaching change lives? What stories need to
be told? What questions ache to be asked?
This book introduces literary metissage as a way to research,
teach, and live ethically «with all our relations in our precarious
times. The authors theorize and perform literary metissage through
the praxis of life writing, braiding their autobiographical texts,
in various (mixed) genres, into seven themes. Life Writing and
Literary Metissage as an Ethos for Our Times explores this writing
praxis, with its more inclusive and generative notions of knowledge
and knowledge practices, as a tool for creating more just societies
and schools.
This highly anticipated collection of 30 original essays and 21
invocations provokes the idea of curriculum studies as an
interdisciplinary field across transitional contexts, with
particular emphasis on Canadian educators' works. During the
Biennial Provoking Curriculum Studies Conference (2015), co-editors
Carl Leggo and Erika Hasebe-Ludt invited educators to provoke
curriculum studies by attending to the multiple denotations of
provoke, and to examine their convictions, commitments, and
challenges with/in the field. In the spirit of curriculum elders,
contributors ask bold and urgent questions about the complexity,
culture, and characters of curriculum studies. The resulting
collection weaves threads of the writing into three metissage
strands, highlighting arts-based inquiry approaches as part of the
creative, performative, interactive, and imaginative nature of this
field. This rich text is well-suited to senior undergraduate and
graduate courses in curriculum studies and qualitative educational
research.
Teaching is a richly multifaceted endeavor. It isn't always easy to
know just where we should focus our thinking and our dialogue. In
Speaking of Teaching, six educators talk about their inner selves.
They bring the inside out for their own self-exploration. And they
bring the inside out for us to view and learn from. They also
question the boundaries between the inner and the outer and whether
existence can be dichotomized in this way. Gary Poole, Professor,
Faculty of Medicine, The University of British Columbia, 3M
Teaching Fellow. The authors of this collection explore the many
ways to remain present in the midst of the trifling but perpetual
swirl of events, thoughts, distractions, and how they, as they are
at, what T. S. Eliot called, the still point of the turning world,
find profound meaning in their work as educators. A deeply moving
collection that allowed me too, while reading it, to rediscover
that still point without which there would be no dance, and there
is only the dance. Gerda Wever, PhD, editor and publisher, The
Write Room Press
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