This book creatively and critically explores the figure of the flaneur and its place within educational scholarship. The flaneur is used as a generative metaphor and a prompt for engaging the unknown through embodied engagement, the politics of space, mindful walking and ritual. The chapters in this collection explore sensorial qualities of place and place-making, urban spaces and places, walking as relational practice, walking as ritual, thinking photographically, the creative and narrative qualities of flaneurial walking, and issues of power, gender, and class in research practices. In doing so, the editors and contributors examine how flaneurial walking can be viewed as a creative, relational, place-making practice. Engaging the flaneur as an influential and recurring historical figure allows and expands upon generative ways of thinking about educational inquiry. Furthermore, attending to the flaneur provides a way of provoking researchers to recognize and consider salient political issues that impact educational access and equity.

This book offers reflections from Arts-Based Educational Research (ABER) scholars who, since 2005, were awarded the American Educational Research Association ABER Special Interest Group's Outstanding Dissertation Award. The book includes essays from ten awardees who, across diverse artistic disciplines, share how their ABER careers evolve and succeed-inspiring insights into the possibilities of ABER. It also examines the essential role of mentorship in the academy that supports and expands ABER scholarship. Drawing from dissertation exemplars in the field, this book allows readers to look at how ABER scholars learn with the world while creatively researching and teaching in innovative ways

Ted T. Aoki, the most prominent curriculum scholar of his generation in Canada, has influenced numerous scholars around the world. "Curriculum in a New Key" brings together his work, over a 30-year span, gathered here under the themes of reconceptualizing curriculum; language, culture, and curriculum; and narrative. Aoki's "oeuvre" is utterly unique--a complex interdisciplinary configuration of phenomenology, post-structuralism, and multiculturalism that is both theoretically and pedagogically sophisticated and speaks directly to teachers, practicing and prospective.
"Curriculum in a New Key: The Collected Works of Ted T. Aoki" is an invaluable resource for graduate students, professors, and researchers in curriculum studies, and for students, faculty, and scholars of education generally.

Ted T. Aoki, the most prominent curriculum scholar of his generation in Canada, has influenced numerous scholars around the world. "Curriculum in a New Key" brings together his work, over a 30-year span, gathered here under the themes of reconceptualizing curriculum; language, culture, and curriculum; and narrative. Aoki's "oeuvre" is utterly unique--a complex interdisciplinary configuration of phenomenology, post-structuralism, and multiculturalism that is both theoretically and pedagogically sophisticated and speaks directly to teachers, practicing and prospective.
"Curriculum in a New Key: The Collected Works of Ted T. Aoki" is an invaluable resource for graduate students, professors, and researchers in curriculum studies, and for students, faculty, and scholars of education generally.

Provoking the Field invites debate on, and provides an essential resource for, transnational arts-based scholars engaged in critical analyses of international visual arts education and its enquiry in doctoral research. Divided into three parts - doctoral processes, doctoral practices and doctoral programmes - the volume interrogates education in both formal and informal learning environments, ranging from schools to post-secondary institutions to community and adult education. This book brings together a global range of authors to examine visual arts PhDs using diverse theoretical perspectives; innovative arts and hybrid methodologies; institutional relationships and scholarly practices; and voices from the field in the form of site-specific cases. A compendium of leading voices in arts education, Provoking the Field provides a diverse range of perspectives on arts enquiry, and a comprehensive study of the state of visual arts PhDs in education.

This edited collection offers global perspectives on the transverse, boundary-blurring possibilities of community arts education. Invoking ‘transversality’ as an overarching theoretical framework and a methodological structure, 55 contributors – community professionals, scholars, artists, educators and activists from sixteen countries – offer studies and practical cases exploring the complexities of community arts education at all levels. Such complexities include challenges created by globalizing phenomena such as the COVID-19 pandemic; ongoing efforts to achieve justice for Indigenous peoples; continuing movement of immigrants and refugees; growing recognition of issues related to equity, diversity and inclusion in the workplace; and the increasing impact of grassroot movements and organizations. Chapters are grouped into four thematic clusters – Connections, Practices, Spaces and Relations – that map these and other intersecting assemblages of transversality. Thinking transversally about community art education not only shifts our understanding of knowledge from a passive construct to an active component of social life but redefines art education as a distinctive practice emerging from the complex relationships that form community.

This book focuses on critical walking and mapping practices through the research methodology of a/r/tography. Initially establishing seven global sites for employing movement-based research practices within culturally conceived a/r/tographic perspectives, the book builds upon and extends an international community of practice. The editors and contributors apply public pedagogy through a/r/tographic and critical walking inquiry, and explore how these forms may be engaged, understood and expanded globally. The chapters examine how a/r/tography and walking inquiry can be practiced, theorised, experienced, extended and conceptualised. The cartographic perspectives, theoretical positions and conceptual investigations included in this collection respond to the fundamental contemporary need for new and fresh models of teaching, learning and scholarship regarding global and local educational and social challenges. They offer tangible, aesthetic and rigorous examples for researchers, educators, community practitioners and research students to engage with a/r/tography and critical walking inquiry.

The focus of this edited book is to evoke and provoke conceptual conversations between early a/r/tographic publications and the contemporary scholarship of a/r/tographers publishing and producing today. Working around four pervasive themes found in a/r/tographic literature, this volume addresses relationality and renderings, ethics and embodiment, movement and materiality, and propositions and potentials. In doing so, it advances concepts that have permeated a/r/tographic literature to date. More specifically, the volume simultaneously offers a site where key historical works can easily be found and at the same time, offer new scholarship that is in conversation with these historical ideas as they are discussed, expanded and changed within contemporary contexts. The organizing themes offer conceptual pivots for thinking through how a/r/tography was first conceptualized and how it has evolved and how it might further evolve. Thus, this edited book affords an opportunity for all those working in and through a/r/tography to offer refined, revised, revisited or new conceptual understandings for contemporary scholarship and practice. Part of the Artwork Scholarship: International Perspectives in Education series.

This edited collection offers global perspectives on the transverse, boundary-blurring possibilities of community arts education. Invoking ‘transversality’ as an overarching theoretical framework and a methodological structure, 55 contributors – community professionals, scholars, artists, educators and activists from sixteen countries – offer studies and practical cases exploring the complexities of community arts education at all levels. Such complexities include challenges created by globalizing phenomena such as the COVID-19 pandemic; ongoing efforts to achieve justice for Indigenous peoples; continuing movement of immigrants and refugees; growing recognition of issues related to equity, diversity and inclusion in the workplace; and the increasing impact of grassroot movements and organizations. Chapters are grouped into four thematic clusters – Connections, Practices, Spaces and Relations – that map these and other intersecting assemblages of transversality. Thinking transversally about community art education not only shifts our understanding of knowledge from a passive construct to an active component of social life but redefines art education as a distinctive practice emerging from the complex relationships that form community.

The focus of this edited book is to evoke and provoke conceptual conversations between early a/r/tographic publications and the contemporary scholarship of a/r/tographers publishing and producing today. Working around four pervasive themes found in a/r/tographic literature, this volume addresses relationality and renderings, ethics and embodiment, movement and materiality, and propositions and potentials. In doing so, it advances concepts that have permeated a/r/tographic literature to date. More specifically, the volume simultaneously offers a site where key historical works can easily be found and at the same time, offer new scholarship that is in conversation with these historical ideas as they are discussed, expanded and changed within contemporary contexts. The organizing themes offer conceptual pivots for thinking through how a/r/tography was first conceptualized and how it has evolved and how it might further evolve. Thus, this edited book affords an opportunity for all those working in and through a/r/tography to offer refined, revised, revisited or new conceptual understandings for contemporary scholarship and practice. Part of the Artwork Scholarship: International Perspectives in Education series.

This book considers the generative tension between the materiality and virtuality of walking methodologies in a/r/tography and arts-based educational research. It explores the materiality of practice—manifestations, manipulations, residues, and traces of both real and imagined experiences and events. Authors present artistic representations, renderings, artifacts, and documentations that allow for various forms of return and re-visitation of places/spaces and temporal moments. The book also investigates the digital and virtual, including video, images, media work, and emergent technologies that allow one to literally, metaphorically, affectively, and conceptually go somewhere that might be previously impossible to reach. Authors consider curricular and pedagogical implications of digital/virtual walking in relation to desire, agency, autonomy, freedom, and other issues around ethics. The book brings together entanglements of the corporeal and incorporeal, addressing the questions: How does the (im)materiality of bodies/characters-in-motion in a/r/tographic practices shape understandings of place, space, and the self-in-relation? How do issues and particularities come to matter through one’s entanglements with(in) the (in)corporeal?