Michael Crowhurst – författare

This book, based on a critical/collective/auto/ethnographic research project, describes an assemblage of theoretically informed, arts-based methods that aim to promote multiplicity and thinking. It explores multiplicities of knowing, sensing, doing and being, generated by analyzing knowing frames, poetry, reading aloud, fableing, playwriting and other inventive, playful and scholarly ways of working with experiences and stories. By offering engaging and inspiring strategies that can disturb standardizations and interrupt cultural normativities, the book sheds light on the conditions that might be present in cultural contexts that enable diversity and creativity. The research project on which this book is based originated from a contradictory set of conditions characterized on the one hand by a marked interest in creative research methods and novel knowledge practices and, on the other hand, by a widespread concern that we live in increasingly standardized times, featuring systems that specify objectives ahead of time, demand compliance and narrow the possibilities for human action. The book takes readers on an arts-based journey designed to enhance the opportunities for imaginative and ethical professional practice in education, human services and the arts.

Stories are a valuable vehicle for practitioners in research, education, human services and the arts to enable individual and cultural change. The authors describe and deploy a variety of methods that can be used by teachers, researchers, artists, youth and community workers, and other professionals to analyse stories in ways that can promote learning and wellbeing and enhance professional practice. Offering a concise and user-friendly assemblage of techniques on how to creatively engage with stories, the authors explore and exemplify these techniques through the narratives of Queerly Identifying Tertiary Students. This practical and innovative volume will appeal to readers, researchers and practitioners alike.

Stories are a valuable vehicle for practitioners in research, education, human services and the arts to enable individual and cultural change. The authors describe and deploy a variety of methods that can be used by teachers, researchers, artists, youth and community workers, and other professionals to analyse stories in ways that can promote learning and wellbeing and enhance professional practice. Offering a concise and user-friendly assemblage of techniques on how to creatively engage with stories, the authors explore and exemplify these techniques through the narratives of Queerly Identifying Tertiary Students. This practical and innovative volume will appeal to readers, researchers and practitioners alike.

Stories are a valuable vehicle for practitioners in research, education, human services and the arts to enable individual and cultural change. The authors describe and deploy a variety of methods that can be used by teachers, researchers, artists, youth and community workers, and other professionals to analyse stories in ways that can promote learning and wellbeing and enhance professional practice. Offering a concise and user-friendly assemblage of techniques on how to creatively engage with stories, the authors explore and exemplify these techniques through the narratives of Queerly Identifying Tertiary Students. This practical and innovative volume will appeal to readers, researchers and practitioners alike.

In this collection of narratives, beginning teachers describe and reflect on critical incidents – classes that didn''t quite go to plan. These experiences are recalled in a general way and all names and locations are fictionalized. Each narrative, while situated in a classroom, focuses on the experience of the teacher/author and sheds light on their thinking as they work through the complex event they are remembering. Beginning teachers then imagine how they might approach a similar situation in the future. While developing reflective practice techniques can support and enhance individual practice when these accounts are shared with others there is some scope for enhancing educative experiences generally. There is a long tradition of reflective practice writing in education, and this small workbook aims to make a contribution to this genre. Each reflective practitioner narrative is followed with an invitation to discussion section and periodically through the workbook sideline methodologies are introduced that readers can use to support further analysis. The beginning teacher narratives are authentic, complex and alive and as a consequence they will generate lively discussion in tutorial spaces with beginning teachers. The materials are informed by various strands of poststructural and critical theory and therefore they are intended to reflect a dialogic stance – rather than signpost specific directions.

This book introduces a research method called ‘auto-teach(er)/ing-focused research,’ a research process that aims to document understandings generated by, and for the teacher when that teacher teaches or re-teaches a course. It demonstrates how this method is applied by the author/researcher within the pedagogical space that is the teaching of a course, one that has been taught numerous times by the author/researcher over many years. This book documents understandings about learning and teaching that have emerged within the pedagogical space that is the teaching of a course, and the pedagogical space that is the writing of a book. It explores the notion that pedagogical spaces are complex, and that subjects navigate and are produced within them in a multiplicity of ways. This book applies a research method that generates a knowledge product that research practitioners in a variety of settings might find useful to adopt or adapt.

This book introduces a research method called ‘auto-teach(er)/ing-focused research,’ a research process that aims to document understandings generated by, and for the teacher when that teacher teaches or re-teaches a course. It demonstrates how this method is applied by the author/researcher within the pedagogical space that is the teaching of a course, one that has been taught numerous times by the author/researcher over many years. This book documents understandings about learning and teaching that have emerged within the pedagogical space that is the teaching of a course, and the pedagogical space that is the writing of a book. It explores the notion that pedagogical spaces are complex, and that subjects navigate and are produced within them in a multiplicity of ways. This book applies a research method that generates a knowledge product that research practitioners in a variety of settings might find useful to adopt or adapt.

This book is the first of a three-part series that focuses on how arts-based methods can be used to expand horizons for imaginative and ethical research and practice in education and human services. Each of the books are an assemblage of arts-based methods for creative adventures in education and human services. The chapters of the books describe, inhabit, and demonstrate the methods and document the multiplicities of insights, affects, and effects that emerged, and which include exploring the dynamically entangled relations between people and contexts. This book, Part 1, attunes readers in/to the adventurousness of the three-part series. It also includes chapters on theoretically informed creative/critical/collective/auto/ethnographic experiments in thinking, lip syncing, dialoguing on images, and making artworks. The chapters report on lessons from deploying these adventurous methods for creatively knowing and doing education and human services work. The methods also function as pedagogical spaces to inhabit, navigate, play with, play within, experiment with/in, and be productive and produced in, shedding light on how to generate spaces and find places for actively engaging with the ever growing, inexhaustible, energizing, exhausting, pleasurable, confronting, seductive, repulsive, and overwhelming possibilities of thought and action in education and human services. Readers are invited to engage with the chapters as research products to learn from and as works of art to escape into and find consolation, experience as a tonic, be invigorated, get inspired, feel joy, enter a pleasurable flow, see what sparks, and venture, play, wonder, create, and generate their own creative adventures in education and human services.The three books (Part 1, Part 2, and Part 3) in this series are not organised around specific focused themes. Rather, each chapter in each book introduces and explores a method that is inhabited by the authors in a creative and speculative fashion to see what is generated. The Introduction/s and the 'Thinking Thinking' chapter in Part 1 are a good place to begin with each of the three books, and in turn, the 'Conclusion' chapter in Part 3 is a good place to close in reading each of the three books. The other chapters, however, are not in sequential order and accompany each other, and can therefore be read in any order. The authors invite readers to play and be adventurous with how they read, inhabit, and engage with the books.