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Arts-Based Methods for Research with Children
This book offers a practical, methodological guide to conducting arts-based research with children by drawing on five years of the authors’ experience carrying out arts-based research with children in Australia and the UK. Based on the Australian Research Council-funded Interfaith Childhoods project, the authors describe methods of engaging communities and making data with children that foreground children’s experiences and worldviews through making, being with, and viewing art. Framing these methods of doing, seeing, being, and believing through art as modes of understanding children’s strategies for negotiating personal identities and values, this book explores the value of arts-based research as a means of obtaining complex information about children’s life worlds that can be difficult to express verbally.
Feminist New Materialisms
For the editors of this collection, new materialisms have always been the entanglement of epistemology, ontology, ethics, and politics. Looking back to the notion of “situated knowledges” (Haraway, 1988) that – among others – “planted the seed for feminist new materialism” (van der Tuin, 2015, 26) – one sees how those (at least) four planes are entangled (Rogowska-Stangret, 2018) in order to bring forth “response-able” (Haraway, 2008) research. New materialism is thus an ethico-onto-epistemological framework (Barad, 2007; Revelles-Benavente, 2018) that by activating its ethico-politics helps to diagnose, infer, and transform gendered, environmental, anthropocentric, social ...
The International Science and Evidence Based Education (ISEE) Assessment
The International Science and Evidence Based Education (ISEE) Assessment is an initiative of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), and is its contribution to the Futures of Education process launched by UNESCO Paris in September 2019. In order to contribute to re-envisioning the future of education with a science and evidence based report, UNESCO MGIEP embarked on the first-ever large-scale assessment of knowledge of education.
Childhood, Citizenship, and the Anthropocene
The planet is dying. Our earth’s climate has reached a point where it can no longer regulate itself. Fires, floods, and natural disasters are sweeping countries across the world. What does it mean to be a child citizen in the Anthropocene? Can we teach children a posthuman civics that can care for the more-than-human world? Extending on the concepts of ‘little publics’ and ‘posthuman citizenships’, this book progresses these notions with a view to modelling, and better understanding, posthuman publics and civics. Using experimental methodologies, the authors develop original, robust ways of understanding children's subcultural civic practices founded on care for the more than human.
Young People and Stories for the Anthropocene
This edited collection presents stories of children and young people’s entanglements with times of ongoing crisis in the Anthropocene. The authors use biographical narratives and arts-based methodologies to further the discussion surrounding young people’s well-being, resilience, and enterprise. Through these stories, they seek to critically engage with the literature on the Anthropocene and interrogate concepts such as agency, structure, and belonging.
Arts Methods for the Self-Representation of Undergraduate Students
This timely book explores the transitional experiences of undergraduates in minority groups studying at university and how arts methods and practices can play an important role in facilitating these transitions. Based on research from UK universities, this volume is the first to draw together the experiences of educators in the humanities and social sciences who integrate sensory methodologies in taught curriculum, in relation to arts educators who add extra-curricular arts practice. It offers an original, contextualised analysis of how to enable university structures to adapt to complexity, difference, and diversity, taking the view that arts practice forms meeting points for confident inte...
Deleuze and Masculinity
This book uses Deleuze’s work to understand the politics of masculinity today. It analyses masculinity in terms of what it does, how it operates and what its affects are. Taking a pragmatic approach, Hickey-Moody shapes chapters around key Deleuzian concepts that have proved generative in masculinity studies and then presents case studies of popular subjects and offers overviews of disciplines that have applied Deleuze’s work to the study of men’s lives. This book shows how the concepts of affect and assemblage have contributed to, and transformed, the work undertaken by the foundational concept of performativity in gender studies. Examining the work of Deleuze and Guattari on the psyc...
Faith stories
Faith stories is an investigation of faith and belief systems in Australia and England. Drawing on ethnography, interviews, focus groups for adults and arts-based workshops for their children, Hickey-Moody takes a community-based approach to examining belonging, attachment, faith, belief and ‘what really matters’ in diverse areas. Each of the book’s research sites is geographically and culturally specific in ways that shape residents’ experiences of community and belonging, but they are united by enduring threads relating to colonisation, diaspora and negotiating belonging in culturally diverse contexts. Examining faith reveals that there are striking similarities between seemingly different cultures. Understanding these connections can reduce conflict and promote cohesion in communities that are often struggling to adapt to huge changes. This book provides rich resources for those who wish to explore faith and belief in complex social circumstances, either as research or as community engagement. In such increasingly divided times, work like this is needed now more than ever.
Children's Cultures after Childhood
Children’s Cultures after Childhood introduces theoretical concepts from new materialist and posthumanist childhood studies into research on children’s literature, film, and media texts with attention to the entanglements of which they are part. Thirteen chapters by international contributors from diverse disciplinary fields (literary studies, cultural studies, media studies, education, and childhood studies) offer a cross-section of empirical and theoretical approaches sharing an inspiration in the notion of “after childhoods”, proposed by Peter Kraftl, a children’s geographer, to conceptualize theoretical and methodological orientations in research on children’s lives and on past, present, and future childhoods. This interdisciplinary collection will be of interest to scholars working in children’s literature and culture studies, education, and childhood studies.
