scholarly journals Pedestrian Pedagogy: The Walking Library for Women Walking

2019 ◽  
Author(s):  
Dee Heddon ◽  
Misha Myers
Keyword(s):  
Meaning Making ◽  
Multiple Relationships ◽  
Research Project ◽  
Space And Time ◽  
Creative Research ◽  
Literature And Environment

The Walking Library for Women Walking (2016-18) is an edition of the ongoing creative research project, The Walking Library. Co-created and launched in 2012 by Dee Heddon and Misha Myers, The Walking Library explores the multiple relationships between walking, literature, and environment (see Heddon & Myers 2014, 2017, in press). For each edition of The Walking Library, we invite donations and suggestions of books to accompany what we propose is a pedestrian pedagogy: a learning that takes place on foot and on the move in the company of others (present and virtual), sharing and creating knowledge side-by-side, step-by-step and without hierarchy. Pedestrian pedagogy facilitates meaning-making as emergent and re-orientating (Osberg et al., 2008). In this pedestrian pedagogy learning is improvisatory and relational, engendered through the collaborative and collective body of walkers moving through space and time, side by side, in the company of each other and a diverse collection of books.

scholarly journals Stopgaps, Beasts + Other Strategies of Being in Public Space

2016 ◽  
Vol 10 (1) ◽  
pp. 167-176
Author(s):  
Lisa Hirmer ◽  
Elizabeth Jackson
Keyword(s):  
Public Space ◽  
Research Project ◽  
Creative Practice ◽  
Creative Research ◽  
Personal Experiences

In this dispatch, Elizabeth Jackson reflect upon the process and possible implications of a collaboration called "Stopgaps and Gems," a creative research project that saw newcomer youth exploring and sharing their personal experiences and insights with other members of Guelph's public. Following Jackson's piece, she and Lisa Hirmer engage in a dialogue about Hirmer's creative practice, Dodolab, and the ways in which her work conceptualizes, engages, and challenges conventional notions of power, place, and representation.

Framing the Issues

Journeys ◽  
2018 ◽  
pp. 1-24
Author(s):  
Susan L. Miller
Keyword(s):  
Collective Efficacy ◽  
Meaning Making ◽  
Empirical Literature ◽  
Short Term ◽  
Research Project ◽  
Individual Agency ◽  
Violent Relationship

Chapter 1 explores the key theoretical and empirical literature that guides the research project. It describes the pushes and pulls that women experience in relationships characterized by IPV/A and it outlines what we understand women need in the short term and long term after the dissolution of a violent relationship. This chapter also incorporates a discussion of central thematic concepts such as growth, healing from trauma, individual agency and collective efficacy, identity, and meaning making. I challenge the false, or incomplete, assumption that there is some kind of closure for women after leaving a violent relationship. Finally, it looks at what it means to be “resilient.”

scholarly journals Reproduced, reinterpreted, lost: Trajectories of scientific knowledge across contexts

2020 ◽  
Vol 40 (3) ◽  
pp. 293-324 ◽  
Author(s):  
Julio Gimenez ◽  
Mark Baldwin ◽  
Paul Breen ◽  
Julia Green ◽  
Ernesto Roque Gutierrez ◽  
...  
Keyword(s):  
Scientific Knowledge ◽  
Critical Analysis ◽  
Social Power ◽  
Knowledge Dissemination ◽  
Research Project ◽  
Space And Time ◽  
Analytical Tools ◽  
Practical Implications

AbstractThis article reports on a research project that uses two innovative heuristics to examine the changes that texts – produced to disseminate new scientific knowledge – undergo when they travel across space and time. A critical analysis of such transformations would enhance our understanding of the processes involved in knowledge dissemination and inform the practice of communicating scientific knowledge to a variety of audiences. Based on our study of 520 closely linked science and science-related sources collected over 12 months in 2016, we argue that when scientific knowledge is re-contextualized to be disseminated to different audiences, it is not simply rephrased or simplified to make it more accessible. Rather, it also undergoes transformational processes that involve issues of social power, authority and access that require new analytical tools to surface more clearly. We report on the methodology of the study with a particular focus on its heuristics, and the transformations that result from a critical analysis of the data collected. We finally discuss a number of theoretical and practical implications in relation to contemporary practices for re-entextualizing scientific knowledge.

Speaking Back: Reading a Christian Denomination’s Vision for Diversity through the Eyes of its Children and Congregations

2020 ◽  
Vol 7 (2) ◽  
pp. 187-202
Author(s):  
David M. Csinos
Keyword(s):  
Qualitative Research ◽  
Meaning Making ◽  
Cultural Identities ◽  
United Church Of Canada ◽  
Background Information ◽  
Research Project ◽  
Church Congregations ◽  
Canadian Multiculturalism

Abstract This article analyzes the United Church of Canada’s vision for becoming intercultural through data generated by qualitative research into the theological meaning-making of children within United Church congregations. The author provides an overview of the broader research project through which this data was generated and background information about Canadian multiculturalism and the United Church’s response to the challenges of multiculturalism, particularly its 2006 document, ‘A Transformative Vision for the United Church of Canada.’ The author presents three points of critique of this document that come into focus when analyzed through the lens of children within United Church congregations. These points include the important step of intentionally listening to voices on the margins, the document’s neglect of individuals and contexts that hold hybrid cultural identities, and its tendency to overlook congregations that are intercultural.

scholarly journals Engagement with and Participation in Online role play Collaborative Arguments: A Sociocultural Perspective

2020 ◽  
Vol 18 (5) ◽  
Author(s):  
Josephine Lutaaya Najjemba ◽  
Johannes Cronjé
Keyword(s):  
Social Exchange ◽  
Social Dynamics ◽  
Literacy Practices ◽  
Meaning Making ◽  
Role Play ◽  
Real Space ◽  
Research Project ◽  
The Real ◽  
Family Culture ◽  
Motivation For Learning

Digitally mediated role plays indicate potential for collaboration, social exchange of information and knowledge as well as motivation for learning beyond classroom time. These elements are critical for ESL learners’ development of language and argumentative writing practices. The aim of this research project was to investigate how students’ engagement with and participation in online role play collaborative arguments shaped their literacy practices, and influenced their beliefs and thinking regarding particular societal issue. This qualitative research project based on a larger ethnographic case study and tools of action research investigated students’ interactions and experiences before, during and after the online role play. The study involved 20 ESL pre‑service students at one university in Uganda and was conducted in both the real and online spaces. The real space involved face‑to‑face sessions aimed at building students’ confidence in using blogs for online role play. While the online space involved non‑participant observations to gain understanding of the social dynamics of students’ engagement in online role play, and the opportunities for students to engage in literacy practices related to online argumentative compositions. The study findings indicated that engagement in online role play using blog platform provided a rich environment for learners to exercise their creativity, orchestrate multiple ways of meaning‑making and build tactical relations for purposes of collective action. Furthermore, the use of online role play collaborative arguments facilitated a shift from “ascribed” to “achieved” identities where students did not only become aware that they were dealing with issues larger than individual perspectives, associated with school, family, culture and the legal system, but also that there need for them to take part in the civic action.

scholarly journals Binding Matters

IDEA JOURNAL ◽  
2020 ◽  
Vol 17 (01) ◽  
pp. 94-106
Author(s):  
Isla Griffin
Keyword(s):  
New Zealand ◽  
Fine Art ◽  
The Body ◽  
Creative Arts ◽  
Research Project ◽  
Creative Research ◽  
The World ◽  
Darkened Room ◽  
Uniform Wall ◽  
Cadaver Studies

This visual essay introduces and critically reflects on a creative research project entitled ‘Spectra on the edge of embodiment,’ undertaken as part of my Master of Fine Art study in 2017 at the College of Creative Arts, Massey University, Wellington, New Zealand. The project was motivated by several questions and concerns: What is the being that is human? How does it interact with the space it occupies? Through a work of art, is it possible to convey to a viewer the metacognitive perceptions I have propagated in connecting to my interiority and how it interfaces with the world? The work took the form of an immersive spatial installation including multiple video projections accompanied by a sound loop. Occupying a darkened room within a gallery setting, it animated uniform wall surfaces and corner spaces. The video imagery originated from textural surfaces, detritus, fluids and other such flotsam and jetsam reminiscent of interior anatomies, compelling viewers to linger and wonder what the body might look like from the inside. Such a detailed imaginary view of the body’s interior environment stems from extensive cadaver studies that I undertook as part of my training as a physiotherapist.

scholarly journals Drawing Gender Equality: A Participatory Action Research Project with Educators in Northern Uganda

2019 ◽  
Vol 5 (2) ◽  
pp. 135-160
Author(s):  
Shelley Jones
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Gender Equality ◽  
Meaning Making ◽  
Written Language ◽  
Engaged Scholarship ◽  
Participatory Action ◽  
Action Research Project ◽  
Research Project ◽  
Multiple Materials

This paper reports upon an arts-based participatory action research project conducted with a cohort of 30 teachers in rural Northwest Uganda during a one-week professional development course. Multimodality (Kress & Jewitt, 2003; Kress & van Leeuwen, 2001) was employed as a “domain of inquiry” (Kress, 2011) for social semiotics (meaning-making within a social context) within which the participants both represented gender inequality as well as imagined gender equality. Multimodality recognizes the vast communicative potential of the human body and values multiple materials resources (such as images, sounds, and gestures) as “organized sets of semiotic resources for meaningmaking” (Jewitt, 2008, p. 246). Providing individuals with communicative modes other than just spoken and written language offers opportunities to include voices that are often not heard in formal contexts dominated by particular kinds of language, as well as opportunities to consider topics of inquiry from different perspectives and imagine alternative futures (Kendrick & Jones, 2008). Findings from this study show how a multimodal approach to communication, using drawing in addition to spoken and written language, established a democratic space of communication. The sharing and building of knowledge between the participants (educators in local contexts) and facilitator (university instructor/researcher) reflected a foundational tenet of engaged scholarship which requires “…not only communication to  public audiences, but also collaboration with communities in the production of knowledge” (Barker, 2004, p. 126).

scholarly journals Generative listening: Using arts-based inquiry to investigate young children’s perspectives of inclusion, exclusion and disability

2018 ◽  
Vol 17 (1) ◽  
pp. 54-69 ◽  
Author(s):  
Kathy Cologon ◽  
Timothy Cologon ◽  
Zinnia Mevawalla ◽  
Amanda Niland
Keyword(s):  
Young Children ◽  
Critical Pedagogy ◽  
Inclusive Education ◽  
Meaning Making ◽  
Ways Of Knowing ◽  
Theoretical Framework ◽  
Research Project ◽  
Arts Based Research ◽  
Children’S Perspectives ◽  
Critical Approaches

While the importance of inclusive approaches to research has been identified, much childhood research is still done ‘to’ not ‘with’ young children, with research focusing on the experiences of children who experience disability commonly involving data from parents/families/practitioners, rather than from children themselves. In this article, we explore the development of an arts-based research project involving young children who experience disability as active participants in an exploration of their perspectives on inclusive education. Accordingly, we ruminate on questions about how we can genuinely ‘listen’ to children who experience disability in an aesthetic and ethical manner, and how we can use artistic ways of knowing to engage in meaning-making with children. Using arts-based research as an aesthetic framework alongside insights from critical pedagogy as a theoretical framework, we explore ‘aesthetic’ approaches to being, teaching, researching and knowing. As a team of researchers who do and do not experience disability, we share reflections on arts-based methodologies informed by critical approaches to conceptualising disability and research. As artistic modes of expression are central to young children’s everyday lives and play and can create enjoyable and safe communicative spaces, we share dialogues, artwork and methodological reflections on opportunities for children to choose ways of interacting and communicating, allowing possibilities for agency, expression and creativity. Specifically, we conceptualise and concentrate on possibilities for using arts to foster ‘listening’, meaning-making and generative or transformative praxis, in order to explore how arts-based research can be a powerful, authentic, ethical and meaningful provocateur for listening ‘generatively’ to young children who experience disability in research.

Intimate Distances: an artwork made on opposite sides of the world

2021 ◽  
pp. 147447402110205
Author(s):  
Susanna Castleden
Keyword(s):  
Tacit Knowledge ◽  
Research Project ◽  
Creative Project ◽  
Creative Research ◽  
The World ◽  
Embodied Experiences

Intimate Distances is an art project created in two parts – 6 months and 20,000 km apart. As a creative research project, it was conceived as a way to physically and conceptually explore distance through the intimate gesture of touch. It sought to visually communicate the spatial, temporal and embodied experiences of being on opposite sides of the world through the humble process of frottage. Grand ideas were intended to be galvanised by even grander distances. However, as this article recounts, the 12-month project took unexpected turns, which were generated by a series of failures and finally resulted in an embracing of uncertainty. Rather than following the proposed script, my tacit knowledge led the project in unforeseen ways that were ultimately more productive than expected. Through this article, which itself is a form of enacting an ephemeral experience, I outline how Intimate Distances unfolded and how non-representational theory and performative research entwine in this creative project.

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