books & journals
Editor-in-Chief: 2016- date
Founded in 2003, the Journal of the Canadian Association for Curriculum Studies (JCACS) is an open-access journal of the Canadian Society for the Study of Education (CSSE) that is published semi-annually. As the one domain of educational discourse that originated from and is particular to education, curriculum studies is understood broadly—not simply as a consideration of mandated programs of study, but as a theorization of those complex structures within which teaching and learning occur. More on the journal's Focus and Scope.
Parallaxic Praxis: Multimodal Interdisciplinary Pedagogical Research Design
Pauline Sameshima, Patricia Maarhuis, and Sean Wiebe
Parallaxic Praxis is a research framework utilized by teams to collect, interpret, transmediate, analyze, and mobilize data generatively. This methodology leverages the researchers’ personal strengths and the collective expertise of the team including the participants and community when possible. Benefits include the use of multi-perspective analyses, multi-modal investigations, informal and directed dialogic conversations, innovative knowledge creation, and models of residual and reparative research. Relying on difference, dialogue, and creativity propulsion processes; and drawing on post-qualitative, new materiality, multiliteracies, and combinatorial, even juxtaposing theoretical frames; this model offers extensive research possibilities across disciplines and content areas to mobilize knowledge to broad audiences. This book explains methods, theories, and perspectives, and provides examples for developing creative research design in order to innovate new understandings. This model is especially useful for interdisciplinary partnerships or cross-sector collaborations. This book specifically addresses issues of research design, methodology, knowledge generation, knowledge mobilization, and dissemination for academics, students, and community partners. Examples include possibilities for scholars interested in doing projects in social justice, community engagement, teacher education, Indigenous research, and health and wellness.
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'Parallaxic Praxis' offers an overview of an innovative framework for research design. Its focus on interdisciplinarity, multi-modalities, arts integration, cross-sector partnerships, community engagement, and knowledge mobilization is exactly what is needed to tackle complex 21st century problems.
Diane Conrad, PhD
Professor Drama/Theatre Education
University of Alberta, Canada
Based on a research model grounded in imagination as method, this bold and important book, dramatically and clearly moves a new tradition of post-qualitative research forward. Fully grounded theoretically, this book presents the reader with several highly developed examples of the parallaxic praxis model within different disciplinary traditions. It is a must have for all researchers wanting to reclaim humanity from a dehumanizing-technocratic reality.
Ralph Raunft, PhD,
Professor of Art (Emeritus), College of Creative Arts
Once again I am transformed by the work of Pauline Sameshima, Patricia Maarhuis, and Sean Wiebe. In their latest book, Parallaxic Praxis: Multimodal Research Design they present a model of inquiry that is relational, contingent, artistic, and generative. For those of us working in dialogic and relational research, I consider this accessible and profound book a must read.
Richard Sawyer, PhD
Professor of Education, College of Education
Washington State University
The authors open a lyrical, transcendent, and deeply credible research framework complete with its own lexicon, modalities, and practical conventions. Prepare to re-think everything.
Eric Hamilton, PhD
Professor of Education, Pepperdine University
Sr. Program Manager, International Bureau of Education, UNESCO
The Concept of 'Ma': Materiality in Teaching and Learning
Co-edited by Pauline Sameshima, Boyd White, and Anita Sinner
The Japanese concept of ma refers to the interval between two markers. Ma is somatically constructed by a deliberate, attentive consciousness to what simultaneously is expressed, repressed, or suppressed between two structures. In a dialectic exploration, the spaces between—private/public, teacher/student, old/new, self/other, among others are probed in ways that contribute to the significant research in teaching and learning that has been undertaken in the last decades. Interpretations of the concept of ma articulate new definitions to improve the conditions, practices, products, and pedagogies of being a teacher/learner in the 21st Century. Alongside the other 29 authors in this book, this chapter introduces a curriculum of ma. Through an example of artefact making and weaving, considering the role of new materiality and material culture as formative in the development of teaching and learning identities, the author situates ma as a site for epistemological understandings, threshold learnings, and self and curriculum becomings.
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“Reading Ma gave me a jolt, a shock of recognition that phenomenologists point to as reminders of our bodily and material experiences of life. When so much of our lives can seem ephemeral and detached from lived experiences, and when changes in the physical and natural world can seem overwhelming, the concept of ‘ma’ invites us to explore the productive tensions often obscured by cultural abstractions and binary distinctions. The return to materiality, to artifact-making, weaving and the physical resonances that are gifts of poetry, narrative, and other forms of art, suggest rich forms of inquiry into teachers’ and teachers-to-be lives and identities. This book registers a profound hope: that we can create meaning in relation to the material world but not apart from it.” Hans Smits, Associate Professor Emeritus, Werklund School of Education, University of Calgary
“I hope you slowly weave through these essays; feel and linger the breadth of their ideas. From artists, fiction writers, poets, and pedagogues, Sameshima, White, and Sinner have assembled a fine collection of scholars whose essays capture the possibilities of ma. They, I, we encourage you to stop, slow down, and explore the space that cannot be filled but shapes our experiences. Performatively edited and written in three sections, these essays cover the practice of theory, the materiality of practice, and the theory of new materialism in its many forms.” John Weaver, Professor of Curriculum, Foundations, and Reading, Georgia Southern University
“In a time when binaries abound, and big data is used to label and commodify so many aspects of our lives, this stunning and diverse collection of chapters powerfully draws us to the ‘light in the cracks’ as Leonard Cohen sang. This book stirs and inspires—there are no limits as to what could be imagined and positively transformed through an awareness of ma. This book should be required reading in every teacher education program.” Robert Lake, Professor of Curriculum, Foundations, and Reading, Georgia Southern University
“Ma, edited by Pauline Sameshima, Boyd White, and Anita Sinner, is an intellectual de-light to read and leads to a concerned thoughtfulness centered upon materiality and material culture and its absence in teacher preparation. The chapters written by scholars in various fields within curriculum theory, poetry, art, and Japanese theory are profound in their exploration of the concept of Ma and teacher identity. I am always fascinated when scholars discuss the spaces in-between. This book discusses the spaces between in significant and insightful ways and is a major contribution to current scholarship for this reason alone. Scholars in education need to read this book.” William Reynolds, Associate Professor of Curriculum, Foundations, and Reading, Georgia Southern University
“Schools and schooling seem so inevitable, so normal, that even so-called ‘reforms’ are mere window dressing. For true change, we need books like this to surprise us into re-thinking education. With poetry, art, theory, and narrative, it evokes the material and magical possibilities of teaching and learning, and reminds us that education could and should be a radical process of becoming, of changing, of being between what is and what will be.” Anthony Paré, Professor and Department Head, Language and Literacy Education, University of British Columbia
“Sameshima, White, and Sinner have assembled an eclectic thought-provoking collection of au-thors that calls upon us to (re)think, (re)theorize, and (re)write our work between the spaces of post-qualitative research, new materiality, teacher education, curriculum, currere, and Japanese philosophy. Readers are introduced to the Japanese concept of ‘ma,’ which in turn promises to make significant contributions to the emerging educational research on materiality and material culture within and beyond curriculum studies, teaching, and learning. Serious educational scholars will want to have a copy of this innovative collection on their bookshelf.” Nicholas Ng-A-Fook, Professor, Director of Teacher Education, Faculty of Education, University of Ottawa
“In the material turn stories stare back, a post-qualitative even political sensation, testifying in/through haiku, haibun, kokoro, bauspiel, lingering in liminality, illumining an architecture of attunement, accompaniment, presence: MAteriality. This is a vocabulary for entering the space between two markers, separation after symbiosis, individuation perhaps. Enter here.” William F. Pinar, Professor and Canada Research Chair in Curriculum Studies, University of British Columbia
Winner of the 2018 Society of Professors Education Outstanding Book Honourable Mention Award
Poetic Inquiry: Enchantment of Place
Co-edited by Pauline Sameshima, Alexandra Fidyk, Kedrick James, and Carl Leggo
In the tradition of a decade of bi-annual gatherings of the International Symposium on Poetic Inquiry, this volume serves as the fifth refereed symposium anthology. Enchantments of Place celebrates poetry and poetic voices—theorizing and exploring poetic inquiry as an approach, methodology, and/or method for use in contemporary research practices.
Poetic inquiry has increased in prominence as a legitimate means by which to collect, assimilate, analyze, and share the results of research across many disciplines. With this collection, we hope to continue to lay the groundwork internationally, for researchers, scholars, graduate students, and the larger community to take up poetic inquiry as a way to approach knowledge generation, learning, and sharing.
This volume specifically works to draw attention to the ancient connection between poetry and the natural world with attention to broadening the ecological scope and impact of the work of poetic inquirers.
Wallace Stegner once wrote, “Until it has a poet, a place is not a place.” Poetic Inquiry: Enchantment of Place calls many different places into being through the feeling and knowing hearts of its skillful poets. The contributors to this volume—and to the larger movement to embolden inquiry through the feeling imagination—rescue research from orthodoxy and return us to our senses, enlivened to our own particular times and places.
David Greenwood, Canada Research Chair in Environmental Education, Lakehead University, Canada
This erudite collection is a fresh cut into the nature of thinking about being human, about stepping on the lily pads and rock piles of life and recording interpretations of what it means to be self-conscious sensual-intellectual beings in the process. It reaffirms that being poetic is to be in a story, adding mettle to the truth that poetry is another way to encode and share the foundations of human experience. Poetry heartfelt and thought through can ground theories of the world that actually involve our interactions with it, not just abstractions from it. Making that case and others emphatically, Poetic Inquiry marks its own fundamental contribution to social science and arts-based research.
Ivan Brady, Distinguished Teaching Professor, State University of New York, USA
The circumstances of our living always call out for a new breath, for new ways with words. Things have shifted. You can smell the Earth and taste the salt of weeping. These heartening writings are part of a greater breath, where the images and words surrounding teaching and learning and self-articulation are flying free of old, exhausted ways. Read it slowly. It is worth your while.
David W. Jardine, Retired Professor of Education, Canada
In an era of “alternative facts,” language itself is at risk. Poetic Inquiry: Enchantment of Place returns us to the human imagination as an organ of knowing indivisibly united with the phenomenology of words and things. Rich, provocative, insightful and sustaining, this collection shows “poetic inquiry” as a necessary mode of knowing and being for the twenty-first century. It returns poetry to its roots in cosmology, and inquiry to the incisive precision of poetry.
Susan Rowland, Chair, MA Engaged Humanities and the Creative Life, Pacifica Graduate Institute, California, USA
Between earth and sky, mind and heart, language and excess, these diverse contributions gather us together in lonely times, making us slow down and listen, listen, listen . . . to a mysterious but promising call . . . two parts dwelling and one part adventure.
Les Todres, Emeritus Professor of Health Philosophy, Bournemouth University, UK
This book is a rigorous and beautiful response to both the concept and process of poetic inquiry. The delicate interweaving of sublime and evocative poetry masterfully arranged and composed by the editors brings to the fore the emotional resonance of poetry and its capacity to distil the complexities of life. It is an enchanting addition to the field of poetic inquiry, artfully balanced by considered essays throughout. The ubiquitous concept of place draws the various strands of the book together for the reader to interpret the material presented on both a personal and communal level. The imagery used throughout is thoughtful and complementary resulting in a book that is a valuable addition to this field. It is quite simply a work of art!
Margaret Baguley, Associate Professor, University of Southern Queensland, Australia
Poetic Inquiry: Enchantment of Place is another in several recent volumes of poetic inquiry, a type of arts-based research. The book publishes the studies presented at the fifth International Symposium on Poetic Inquiry (ISPI) at the University of British Columbia's Botanical Gardens. It includes villanelles written after a game of exquisite corpse, poems about the healing process of abused Indigenous women, ekphrastic poetry in appreciation of Emily Carr and Basquiat, found poetry, erasure poetry, eco-poetry, erotic poetry, poetry about the Puerto Rican diaspora, poetry about time, poetry about self-diagnosing after reading the DSM. These autoethnographic poetic tellings speak of personal experiences and personal mythologies combined with visual art, photography, dance, and music, science, statistics, and research commentary. One does not usually find such interdisciplinary richness in a book of conference proceedings. Read and behold.
Jane Piirto, Trustees' Distinguished Professor, Director of Talent Development Education, Ashland University, Ohio, USA
An inspirational compendium of poetic nourishment for all the senses, cradled lovingly in text that portrays the journey of poetic inquiry—its story, its present and its future. Enchantment of Place is a landmark of possibility on the poetic inquiry landscape, a must for all poetic inquirers, and a call to others.
Lynn Butler-Kisber, Professor, Integrated Studies in Education, McGill University, Canada
This book is a beautiful and poetic addition to literature on critical research methods, inquiry and alternative ways of seeing the world. Over the past few decades many have privileged data controlled and quantitative approaches to evidence. However, books such as these remind us that there is more to life than viewing phenomenon through such narrow lenses. Without such books as this one, we would truly be limited in our understanding of multiples ways of making meaning and ultimately humanity.
Georgina Barton, Senior lecturer and Program Director of Bachelor of Secondary Education. Australian Literacy Educators' Association Fellow, Griffith University, Australia
Full Book Reviews
Lowinski, N. R. (2019). Book review of Poetic inquiry: Enchantment of place (2017). Edited by Pauline Sameshima, Alexandra Fidy, Kedrick James, and Carl Leggo. Wilmington, DE: Vernon Press. Psychological Perspectives 62:128-132. doi: doi.org/10.1080/00332925.2019.1568122
Rowland, S. (2018, August). Poetic Inquiry: Enchantment of Place Review. International Journal of Jungian Studies. doi: 10.1080/19409052.2018.1485994 PDF
Reale, M. (2018, February). A review of: Poetic inquiry: Enchantment of place. Art Research International 3(1), 266-269. doi: http://dx.doi.org/10.18432/ari29369
Poetic Inquiry: Vibrant Voices in the Social Sciences
Co-edited by Monica Prendergast, Carl Leggo, and Pauline Sameshima
Poetic Inquiry features many of the foremost scholars working worldwide in aesthetic ways through poetry. The contributors (from five countries) are all committed to the use of poetry as a way to collect data, analyze findings and represent understandings in multidisciplinary social science qualitative research investigations. The creativity and high aesthetic quality of the contributions found in the collection speak for themselves; they are truly, as the title indicates, "vibrant voices". This groundbreaking collection will mark new territories in qualitative research and interpretive inquiry practices at an international level. Poetic Inquiry will contribute to many ongoing and energetic debates in arts-based research regarding issues of evaluation, aesthetics, ethics, activism, self-study, and practice-based research, while also spelling out some innovative ways of opening up these debates in creative and productive ways. Instructors and students will find the book a clear and comprehensive introduction to poetic inquiry as a research method.
Review: Tse, V. (2014, Autumn). A review of Poetic Inquiry: Vibrant Voices in the Social Sciences. In J. Guiney Yallop, S. Wiebe, & S. L. Faulkner (Eds.), Special Issue: Practices of poetic inquiry, In Education 20(2), pp. 177-181.
Climbing the Ladder with Gabriel
Pauline Sameshima, Roxanne Vandermause, Stephen Chalmers, and Gabriel
Climbing the Ladder with Gabriel demonstrates the power of photography and poetry to render the experience of methamphetamine addiction and recovery through the art of an interdisciplinary research methodology. Instructors, students, recovering addicts, and prevention/recovery advocates will find this a valuable resource. This book was shortlisted for the 2010 Outstanding Book of the Year by the American Educational Research Association's Qualitative Research Special Interest Group.
"There are many ways to "know the world". The authors of this remarkable text have adopted an eclectic mix of methodologies from the arts and sciences to portray the experience of methamphetamine addiction. While it may never be possible to fully "know" another's experience, this book provides readers with one of the most intimate portraits of a methamphetamine addict ever assembled. The reader will be touched by the juxtaposition of everyday joy and the hopelessness and regret so poignantly portrayed by these authors. The book is also hopeful, documenting that, even in the throes of terrible addiction, unique humanness survives and recovery is always possible." - John M. Roll, Professor and Associate Dean, College of Nursing. Director, Program of Excellence in the Addictions, Washington State University.
"The authors of this remarkable work have opened the door for new ways of compiling and revealing what it means to be a human being caught in the dangerously perplexing problem of drug addiction and its fallout in a wide circle of social problems. By summoning up both a rigorous philosophy and procedural logic as a baseline and an artfulness that gives the bare bones of hard data a very human face, a heartbeat, and a voice that everyone can hear, they make a compelling case for such work in arts-based research and for pluralism in social science research design and methods. This is art caught in a handshake with science that matters." – Ivan Brady, Distinguished Teaching Professor Emeritus, Anthropology, State University of New York, Oswego.
"What a fantastic idea! What a great accomplishment!" – Laurel Richardson, Professor Emeritus of Sociology and international leader in qualitative research, The Ohio State University.
"This poetic inquiry performs a vibrant testimony to the possibilities of personal and political transformation that can emerge in research that is heartful and artful. When we collaborate creatively and lovingly, we can find the ways of bountiful hope for living together with health. " – Carl Leggo, Professor and Poet, Language and Literacy, University of British Columbia, Canada.
Seeing Red: A Pedagogy of Parallax
Seeing Red is written in the form of an epistolary bildungsroman—a didactic novel of personal developmental journeying. The work is a fiction (letters from a graduate student to the professor she is in love with) embedded in developmental understanding of living the life of a teacher researcher. The work shares the possibilities of how artful research informs processes of scholarly inquiry and honors the reader's multi-perspective as integral to the research project's transformative potential.
This work won the:
2007 AERA Arts-based Educational Research Outstanding Dissertation Award (USA)
2007 CSSE Arts Researchers Teachers Society Outstanding Dissertation Award (Canada)
2007 CSSE Canadian Association of Teacher Education Dissertation Recognition of Excellence Award (Canada)
2007 Ted T. Aoki Curriculum Studies Prize (University of British Columbia)
2007 Gordon and Marion Smith Prize in Art Education (University of British Columbia)
Reviews at Publisher’s Site
by Norman K. Denzin, Ralph Raunft, Liora Bresler, Richard Siegesmund, Anthony Clarke, Carl Leggo, J. Gary Knowles, Rita Irwin, Ann Rippin, Anita Sinner, Ken Gale, Nancy Li, and Avraham Cohen.
Full Book Reviews:
Raunft, R. (2008, August). In National Art Education News. pp 22-23.
Siegesmund, R. (2009). In Journal of Arts & Learning, 25(1), 164-170.