This book communicates new voices, insights, and possibilities for working with the arts and memory in researching teacher professional learning.

This book presents the creative, arts-based and educative thinking resulting from a “21 day autoethnography challenge” set of self-guided prompts arising from the large-scale collaborative, creative, and global project to exploreMassive and Microscopic Sensemaking during COVId-19 Times. It employs a guiding methodological framework of critical autoethnography, narrating the macro and micro experiences of COVID-19 from a first-person, and critically, culturally-informed perspective.The book features chapters creatively responding to the 21-day pandemic experiment through digital...

This book explores the connections made in and through arts-based educational research through four themes: socially engaged connections, cultural connections, personal and pedagogical connections, and making connections during the COVID-19 pandemic. It emerges from the 3rd bi-annual 2020 Artful Inquiry Research Group symposium on the theme of “connections”. The symposium brought together artists, community members, teachers, students, and researchers through a virtual platform to examine the way(s) in which the arts can help connect people, ideas, and spaces/places in a pandemic...

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...

This book is a transdisciplinary, international collection situated within a genealogy of experimental walking practices in the arts, arts-based research, and emergent walking practices in education. It brings together emerging cartographies of relation amongst walking practices ranging across arts-based, ecological, activist, decolonising, queer, critical and posthuman modes of inquiry. Its particular investment is in the proliferation of artful modes of inquiry that open up speculative practices and concepts of walking as an orientation for pedagogy, inquiry, and the everyday, resisting...