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Eruptive Research, Inbunden

Inbunden, Engelska, 2025

Eruptive Research

Changing Landscapes on Research in Teaching and Learning

Del 26 i serien Critical Issues in the Future of Learning and Teaching

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Beskrivning
This volume aims to push against the dominant intellectual research traditions that limit what research in teaching and learning can be. Contributors offer multiple ways in which we can re-imagine research in teaching and learning: using visual essays, poetic inquiry, cartographic assemblages and feminist ontologies that reveal how humanities, social science research and artfulness are creatively interconnected. Audacious research practices range from non-linear, sensory and affective research, featuring human and non-human agency and interconnectivity, to the rapturous performance of thinking with and through poetic, political and visual engagement on research in teaching and learning.Contributors are: Minaam Abbas, Danilo Audiello, Nicole Brown, Pamela Burnard, Laura Colucci-Gray, Carolyn Cooke, Eleanor Dare, Marisa De Andrade, Kirstof Fenyvesi, Sandra Gattenhof, Mellie Green, Elizabeth Mackinlay, Jukka Sinnemaki, Antonia Symeonidou, Ralf Schmid, Silke Schmid and Yuehan Zhao.
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Pamela Burnard is Professor of Arts, Creativities and Educations at the Faculty of Education, University of Cambridge. She has published widely with 20 books and over 120 articles which advance the theory and practice of pluralising creativities across education and industry sectors including early years, primary, secondary, further and higher/further education, through to creative and cultural industries.Elizabeth Mackinlay is a Professor in the Faculty of Education at Southern Cross University. She holds a PhD in Ethnomusicology from the University of Adelaide (1998) and a PhD in Education from The University of Queensland (2003). Liz's current research focuses on gender, decoloniality and education – more specifically, feminism and higher education, issues of consent education in universities and university residential colleges, and decoloniality in the academy.

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