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Art as an Agent for Social Change
The chapters in Art as an Agent for Social Change, presented as snapshots, focus on exploring the power of drama, dance, visual arts, media, music, poetry and film as educative, artistic, imaginative, embodied and relational art forms that are agents of personal and societal change. A range of methods and ontological views are used by the authors in this unique contribution to scholarship, illustrating the comprehensive methodologies and theories that ground arts-based research in Canada, the US, Norway, India, Hong Kong and South Africa. Weaving together a series of chapters (snapshots) under the themes of community building, collaboration and teaching and pedagogy, this book offers examples of how Art as an Agent for Social Change is of particular relevance for many different and often overlapping groups including community artists, K-university instructors, teachers, students, and arts-based educational researchers interested in using the arts to explore social justice in educative ways. This book provokes us to think critically and creatively about what really matters!
Unsettling Literacies
This book asks researchers what uncertainty means for literacy research, and for how literacy plays through uncertain lives. While the book is not focused only on COVID-19, it is significant that it was written in 2020-2021, when our authors’ and readers’ working and personal lives were thrown into disarray by stay-at-home orders. The book opens up new spaces for examining ways that literacy has come to matter in the world. Drawing on the reflections of international literacy researchers and important new voices, this book presents re-imagined methods and theoretical imperatives. These difficult times have surfaced new communicative practices and opened out spaces for exploration and activism, prompting re-examination of relationships between research, literacy and social justice. The book considers varied and consequential events to explore new ways to think and research literacy and to unsettle what we know and accept as fundamental to literacy research, opening ourselves up for change. It provides direction to the field of literacy studies as pressing global concerns are prompting literacy researchers to re-examine what and how they research in times of precarity.
The Negotiated Self
Teacher identity resides in the foundational beliefs and assumptions educators have about teaching and learning. These beliefs and assumptions develop both inside and outside of the classroom, blurring the lines between the professional and the personal. Examining the development of teacher identity at this intersection requires a unique reflexive capacity. Reflexive inquiry is both established and continually emerging. At its most basic, reflexivity refers to researchers’ consciousness of their role in and effect on both the act of doing research and arriving at research findings. In making central the role of the researcher in the research process, reflexive inquiry interrogates agency w...
Youth as Architects of Social Change
This edited collection outlines the issues central to youth engagement in research and social innovation. Youth-driven innovation for social change is increasingly recognized as holding potential for the development of sustainable strategies to tackle some of the most pressing global challenges of our time. The contributors provide additional knowledge concerning what actually constitutes an enabling environment, as well as the most effective approaches for engaging youth as architects of change. While sensitive to the need for contextual appropriateness, the volume contributes to the development of shared understandings and frameworks for engaging and spurring youth-driven innovation for social change worldwide. Youth-Driven Social Innovation showcases examples of youth engagement in frugal and reverse innovation worldwide, alongside examples which demonstrate the tremendous potential of South-South learning, but also learning and youth innovation in the Global North. It will be of interest to students and scholars across a range of disciplines including education, sociology, anthropology, public health, and politics.
Community Filmmaking
This book examines the role of community filmmaking in society and its connection with issues of cultural diversity, innovation, policy and practice in various places. Deploying a range of examples from Europe, North America, Australia and Hong Kong, the chapters show that film emerging from outside the mainstream film industries and within community contexts can lead to innovation in terms of both content and processes and a better representation of the cultural diversity of a range of communities and places. The book aims to situate the community filmmaker as the central node in the complex network of relationships between diverse communities, funding bodies, policy and the film industries.
Teaching in the Anthropocene
This new critical volume presents various perspectives on teaching and teacher education in the face of the global climate crisis, environmental degradation, and social injustice. Teaching in the Anthropocene calls for a reorientation of the aims of teaching so that we might imagine multiple futures in which children, youths, and families can thrive amid a myriad of challenges related to the earth’s decreasing habitability. Referring to the uncertainty of the time in which we live and teach, the term Anthropocene is used to acknowledge anthropogenic contributions to the climate crisis and to consider and reflect on the emotional responses to adverse climate events. The text begins with the...
Research as Accompaniment
This volume expands conversations about participatory, community-engaged, and action-oriented research that inspires social change. The authors contend that long-term community partnerships, inspired by solidarity and characterized by equality and reciprocity, result in a deep understanding of community concerns and increase the likelihood that research findings will have an impact on both the community partners and the broader society. Such research relationships, the authors maintain, are best understood as accompaniment. This book recognizes the potential as well as constraints of conceptualizing research as accompaniment and emphasizes that this approach is both a continuum and a process. Suitable for students and scholars of ethnographic and qualitative methods (and professionals using those methods, such as those in non-government organizations), it will appeal to those interested in research with communities in a wide variety of social science and other disciplines, including anthropology, nursing, and public health, amongst others.
The Handbook of Teaching Qualitative and Mixed Research Methods
The Handbook of Teaching Qualitative and Mixed Research Methods: A Step-by-Step Guide for Instructors presents diverse pedagogical approaches to teaching 71 qualitative and mixed methods. These tried-and-true methods are widely applicable to those teaching and those being trained in qualitative and mixed-methods research. The methods for data collection cover ethics, sampling, interviewing, recording observations of behavior, Indigenous and decolonizing methods and methodologies as well as visual and participatory methods. Methods for analyzing data include coding and finding themes, exploratory and inductive analysis, linguistic analysis, mixed-methods analysis, and comparative analysis. Ea...
Enacting Anti-Racist and Activist Pedagogies in Teacher Education Canadian Perspectives
Enacting Anti-Racist and Activist Pedagogies in Teacher Education is a timely edited collection that examines the complexities, challenges, spaces of resistance, and possibilities when faculty—specifically Black, Indigenous, and racialized faculty—advocate and implement anti racism approaches and pedagogies in Canadian teacher education programs. Taking an explicitly critical anti-racist approach, the text challenges the pedagogical, curricular, structural, and institutional underpinnings in teacher education framed by whiteness. As a collective, the chapters explore how to disrupt white normalcy by dismantling the hierarchies in place and unpacking intersectionalities, positionalities, ...
