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Kimberly Dark

The Daddies is a love letter to masculinity, a kaleidoscope of its pleasures and horrors. The question “Who’s your Daddy?” started showing up in mainstream cultural references during the 1990s. Those words can be spoken as a question, or a challenge, as a flirtation, a joke, or a threat. It’s all about inflection, intention, and who’s asking. Apparently, we have so much shared cultural meaning about “Daddy” the speakers and listeners can simply intuit meaning and proceed to laugh at the joke, or experience the shame, as appropriate. But who is Daddy in American culture? The Daddies aims to find out more than who – but how the process of knowing Daddy can prompt readers to know themselves and their society. This allegory about patriarchy unfolds as a kinky lesbian Daddy/girl love story. Daddy-ness is situated in all people, after all, and we each share responsibility for creating a fairer world. The Daddies can be used as a springboard for discussion in courses in sociology, gender and women's studies, cultural studies, sexuality studies and communication. As a work of fiction, The Daddies can also be enjoyed by general audiences.

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Edited by Peter Duffy, Christine Hatton and Richard Sallis

At a time when universities demand immediate and quantifiable impacts of scholarship, the voices of research participants become secondary to impact factors and the volume of research produced. Moreover, what counts as research within the academy constrains practices and methods that may more authentically articulate the phenomena being studied. When external forces limit methodological practices, research innovation slows and homogenizes.

This book aims to address the methodological, interpretive, ethical/procedural challenges and tensions within theatre-based research with a goal of elevating our field’s research practice and inquiry. Each chapter embraces various methodologies, positionalities and examples of mediation by inviting two or more leading researchers to interrogated each other’s work and, in so doing, highlighted current debates and practices in theatre-based research. Topics include: ethics, method, audience, purpose, mediation, form, aesthetics, voice, data generation, and research participants. Each chapter frames a critical dialogue between researchers that take multiple forms (dialogic interlude, research conversation, dramatic narrative, duologue, poetic exchange, etc.).

The Negotiated Self

Employing Reflexive Inquiry to Explore Teacher Identity

Edited by Ellyn Lyle

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 while examining philosophical notions about the nature of knowledge.

While advancements have been made in investigating the relationship between teacher knowledge and teacher practice, the research often fails to connect this meaning with self-knowledge and issues of identity. Through a consideration of these tenets, the authors in this collection embrace critical, qualitative, creative, and arts-integrated approaches to examine ways that reflexive inquiry supports studies in teacher identity. Moving between theory and lived experience, the authors individually and collectively lay bare teacher identity as negotiated while evidencing the epistemological merits of reflexive inquiry.

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Edited by Adrienne Trier-Bieniek

To consider gender and politics is to ask “Who has the power?” The Politics of Gender attempts to break through power structures by examining the institutional roles each play. This text takes several approaches to understanding the politics of gender, beginning with an introductory chapter focused on the major terms and theoretical approaches connected to political and gender studies.

Topics covered throughout the book include a historical discussion of the feminist movement, an analysis of the 2017 Women’s March on Washington, the nomination (and subsequent reactions) of Hillary Clinton, the impact Michelle Obama had for women of color as the first African-American First Lady, as well as the ways lesbian women’s bodies are scrutinized. In addition, this volume addresses the ways gender is litigated by examining the rights of lesbian women in Nigeria, the treatment of trans-gender people while in prison, and the connection between gun laws and intimate partner violence.

Finally, this text provides the reader with suggestions for community involvement, resources for voting, reading, film and Podcast recommendations, all combined with the stories of two women who discuss the change they created in their communities.

Disrupting Shameful Legacies

Girls and Young Women Speaking Back through the Arts to Address Sexual Violence

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Edited by Claudia Mitchell and Relebohile Moletsane

Much has been written in Canada and South Africa about sexual violence in the context of colonial legacies, particularly for Indigenous girls and young women. While both countries have attempted to deal with the past through Truth and Reconciliation Commissions and Canada has embarked upon its National Inquiry on Missing and Murdered Indigenous Women and Girls, there remains a great deal left to do. Across the two countries, history, legislation and the lived experiences of young people, and especially girls and young women point to a deeply rooted situation of marginalization. Violence on girls’ and women’s bodies also reflects violence on the land and especially issues of dispossession. What approaches and methods would make it possible for girls and young women, as knowers and actors, especially those who are the most marginalized, to influence social policy and social change in the context of sexual violence?

Taken as a whole, the chapters in Disrupting Shameful Legacies: Girls and Young Women Speaking Back through the Arts to Address Sexual Violence which come out of a transnational study on sexual violence suggest a new legacy, one that is based on methodologies that seek to disrupt colonial legacies, by privileging speaking up and speaking back through the arts and visual practice to challenge the situation of sexual violence. At the same time, the fact that so many of the authors of the various chapters are themselves Indigenous young people from either Canada or South Africa also suggests a new legacy of leadership for change.

Creativities in Arts Education, Research and Practice

International Perspectives for the Future of Learning and Teaching

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Edited by Leon R. de Bruin, Pamela Burnard and Susan Davis

In Creativities in Arts Education, Research and Practice: International Perspectives for the Future of Learning and Teaching, Leon de Bruin, Pamela Burnard and Susan Davis provide new thinking, ideas and practices concerned with philosophically, pedagogically and actively developing arts learning and teaching. Interrogating successes and challenges for creativity education locally/globally/glocally, and using illustrative cases and examples drawn from education, practice and research, they explore unique local practices, agendas, glocalised perspectives and ways arts learning develops diverse creativities in order to produce new approaches and creative ecologies through inter- and cross-disciplinary teaching practices interconnecting beyond arts domains. This book highlights innovative approaches and perspectives to activating and promoting diverse creativities as new forms of authorship and analytic approaches within arts practice and education, along with the production of adaptable, sustainable pedagogies that promote and produce diverse creativities differently. This book will help educators, artists, and researchers understand and fully utilise ways they can transform their thinking and practice and keep their learning and teaching on the move.



Contributors are: Christine Bottrell, Pamela Burnard, Peter Cook. Susan Davis, Elizabeth Dobson, Leon R. de Bruin, Tatjana Dragovic, Martin Fautley, Robyn Heckenberg, Susanne Jasilek, Fiona King, Sharon Lierse, Shari Lindblom, Megan McPherson, Sarah Jane Moore, Amy Mortimer, Alison O'Grady, Mark Selkrig, Susan Wright.

Conducting Educational Research

A Primer for Teachers and Administrators

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Patricia D. Morrell and James B. Carroll

Conducting Educational Research: A Primer for Teachers and Administrators is designed to provide the step-wise, content-specific information masters students must possess to design, conduct, and disseminate a qualitative, quantitative or mixed methods classroom or school research study. The text will help school professionals to see both the value of being life-long critical consumers of educational research and the merit of using research in helping them to become teacher leaders and/or change agents in their own professional settings.
Specifically, the text would provide master level students with:
●The background they need to see the importance of educational research in their daily professional lives ●Instruction in all aspects of a typical five-chapter research design (introduction/literature review/methodology/results/conclusion, discussion, implications) ●The tools needed to locate and critically review published educational research ●Instruction on common qualitative methodologies ●Instruction on the types of quantitative methodologies that master level candidates would be most likely to use ●Knowledge of the importance of being intelligent consumers of existing research ●Ways to engage the student in a reflection plan for the future.

Researching Practice

A Discourse on Qualitative Methodologies

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Edited by Joy Higgs, Nita Cherry, Robert Macklin and Rola Ajjawi

Researching practice: A discourse on qualitative methodologies explores issues, strategies and challenges associated with researching practice. The authors bring a wealth of research practice wisdom and experience to this task. The book provides critical and creative input to the discourse on qualitative research methodologies. It is divided into four sections. The first section explores the issues that frame qualitative research on practice in the 21st century. Section Two is concerned with locating the questions, practices and issues of qualitative research on practice in researchers’ journeys and presents a three themes—connections, transformations and challenges. Section Three makes accessible a range of qualitative approaches commonly used to research practice. The final section explores future considerations in qualitative research discourse.

The Collaborative Turn

Working Together in Qualitative Research

Edited by Walter S. Gershon

"Pulling back the curtain on the collaborative process, Walter Gershon’s stunning new collection highlights the complex, multi-dimensional nature of qualitative research today. The Collaborative Turn: Working Together in Qualitative Research powerfully deepens and richens ongoing discussions around collaborative inquiry so central today. Drawing together a wide range of senior and emergent scholars, as well as a span of traditional and experimental approaches, this cutting-edge text is ideal for both new and seasoned scholars alike. -- Greg Dimitriadis, Professor, University at Buffalo, SUNY Gershon's edited volume on emerging collaborative methodological practices is a welcome resource for qualitative researchers who want to make their research more transparent, improvisational, and reflexive. It juxtaposes the latest reflections of innovators like Lather, Smithies, and Clandinin with new forms of collaboration in the arts and PAR. This interdisciplinary approach provides much food for thought that will surely inspire even bolder methodological experimentation. -- Douglas Foley, Professor of Cultural Studies in Education and of Anthropology, The University of Texas-Austin This book presents invaluable (and rarely seen) reflections on collaboration, which is a central practice for qualitative researchers, across disciplines. The authors examine their relationships and experiences with other researchers and with participants, resulting in an engaging text that explores the methodological and ethical implications of generating meaning in collaborative interactions. The end result is a ‘must-read’ text that educates and enlightens about the joys and challenges of collaborative research. -- Lisa M. Given, Director, International Institute for Qualitative Methodology, University of Alberta It is evident that qualitative research must be a social activity. But like so much in social life, it is taken for granted in the everyday practice of this methodology. This book lays bare the collaboration that is often unspoken on our work. Authors in Walter Gershon’s The Collaborative Turn push at current methodological boundaries enabling us to see the social practice of qualitative research in novel, creative, and artistic ways. -- George W. Noblit, Joseph R. Neikirk Distinguished Professor of Sociology of Education, UNC-Chapel Hill"

In the Spirit of Ubuntu

Stories of Teaching and Research

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Edited by Diane Caracciolo and Anne M. Mungai

This is an excellent and timely bookIn the Spirit of Ubuntu: Stories of Teaching and Research represents a seminal educational intervention that should re-direct the way we see and interact with learning and pedagogical projects and relationships. The book is well organized, is written in non-alienating, humanist language, and should be very useful for students, researchers, and the general public. Students in the West, who are not familiar with the philosophy of ubuntu, should be exposed to the contents of this book.”—Ali A Abdi, in Alberta Journal of Educational Research, Vol. 58, No. 4