Brooke Hofsess
Brooke Anne Hofsess (M.A., Teachers College, Columbia University; Ph.D., University of Georgia) is an associate professor of art education and assistant chair for student experience in the Art Department at Appalachian State University. Commitments to creative, ecological, and relational pedagogies and methodologies inform her art-based educational research projects. Her artistic practice occurs at the intersection of handmade paper and books, fibers, and alternative photo processes—influencing her innovative approaches to art teacher education and her contributions to qualitative inquiry. For example, her recent collaboration, Ecologies of Girlhood (an intergenerational and interdisciplinary community arts initiative) employs material feminisms to reimagine concepts of place and sustainability.
Her work in the field of art education, across teaching, research, service, and leadership, has been recognized as worthy of institutional and internationally-competitive awards. She has been awarded the Excellence in Teaching Award from the College of Fine and Applied Arts and a Graduate Research Associate Mentoring Program Award by the Graduate School at Appalachian. The National Art Education Association awarded her the Preservice Chapter Sponsor of Excellence. Additional honors she has earned include the Elliot Eisner Doctoral Research Award in Art Education from the National Art Education Association, and the Outstanding Dissertation Award from the Arts Based Educational Research special interest group of the American Educational Research Association. She received a National Art Education Foundation Research Award for a collaborative project with Dr. Christina Hanawalt (University of Georgia), Exploring Reggio-Inspired Approaches to Mentoring New Art Teachers in an Era of Accountability. Most recently she was accepted into the BRIDGES Academic Leadership Program for Women in Higher Education through UNC Chapel Hill.
Her research has been published widely in academic journals such as Qualitative Inquiry,International Journal of Education and the Arts, Visual Arts Research, Critical Studies <=> Cultural Methodologies, International Journal of Education through Art, Departures in Critical Qualitative Research, Journal of Social Theory in Art Education, Art/Research International,Art Education, and Reconceptualizing Educational Research Methodology. She is the author of Unfolding Afterglow: Letters and Conversations on Teacher Renewal (Sense Publishers), and co-editor of a special issue of Qualitative Inquiry, “Unsettling Traditions: Reimagining the Craft of Phenomenological and Hermeneutic Inquiry.”
Her work in the field of art education, across teaching, research, service, and leadership, has been recognized as worthy of institutional and internationally-competitive awards. She has been awarded the Excellence in Teaching Award from the College of Fine and Applied Arts and a Graduate Research Associate Mentoring Program Award by the Graduate School at Appalachian. The National Art Education Association awarded her the Preservice Chapter Sponsor of Excellence. Additional honors she has earned include the Elliot Eisner Doctoral Research Award in Art Education from the National Art Education Association, and the Outstanding Dissertation Award from the Arts Based Educational Research special interest group of the American Educational Research Association. She received a National Art Education Foundation Research Award for a collaborative project with Dr. Christina Hanawalt (University of Georgia), Exploring Reggio-Inspired Approaches to Mentoring New Art Teachers in an Era of Accountability. Most recently she was accepted into the BRIDGES Academic Leadership Program for Women in Higher Education through UNC Chapel Hill.
Her research has been published widely in academic journals such as Qualitative Inquiry,International Journal of Education and the Arts, Visual Arts Research, Critical Studies <=> Cultural Methodologies, International Journal of Education through Art, Departures in Critical Qualitative Research, Journal of Social Theory in Art Education, Art/Research International,Art Education, and Reconceptualizing Educational Research Methodology. She is the author of Unfolding Afterglow: Letters and Conversations on Teacher Renewal (Sense Publishers), and co-editor of a special issue of Qualitative Inquiry, “Unsettling Traditions: Reimagining the Craft of Phenomenological and Hermeneutic Inquiry.”
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Papers by Brooke Hofsess
https://doi.org/10.1080/00043125.2020.1746162
through three variations of social warming inspired by socially engaged art and ecopoetry. These variations—gathering, participatory bookmaking, and perforating—unsettle residual boundaries between tree bodies and human bodies, generating ecological wisdom for living and inquiring
differently in the world. Perforating is theorized as an alternative to research findings in post qualitative approaches to inquiry.
KEYWORDS Social warming; Creative-relational inquiry;
Socially engaged art; Ecopoetry; Post-qualitative
Read here: https://online.ucpress.edu/dcqr/article/9/2/85/110318/Follow-the-PlantsVariations-on-Social-Warming-as
water as a papermaker beyond what springs easily from the studio’s many coiled hoses.
Maybe it is where I live, or the vitality of water I encounter as a papermaker, but somewhere along the way I began to wonder about the matter of rain in my life. My contribution to robust and tender conversations regarding the power, importance, and mattering of the stuff of our lives explores water becoming rain, becoming paper, becoming writing.
KEYWORDS Performative writing; Arts-based research; Affect; Ordinary objects
Read here: https://online.ucpress.edu/dcqr/article/8/3/69/109567/Water-Becoming-Rain-Becoming-Paper-Becoming
and the Work of the Lumen
Jonathan Wyatt, Anne Harris, Brooke Hofsess, Stacy Holman Jones,
and Fiona Murray
Liminalities: A Journal of Performance Studies
Vol. 16, No. 1 (2020)
ISSN: 1557-2935 <http://liminalities.net/16-1/loss.pdf>
modes of curating, the girls gathered some of these moments and objects together, as last day overflowed into an exhibition with pop-up lectures, performances, and opportunities for making, learning and teaching. For us, curating with embraces our alongsideness with, rather than our acquisition of, what is ecologically threaded through girlhood, and offers a way of creatively placing and performing ourselves within the contributions of women in Appalachia, with the land and with one another.
this methodology might afford qualitative researchers interested in experimenting with entangled connections among
seemingly disparate philosophies, theories, and methodologies. Specifically, we extend our amplification to the concept
of reflexivity by conceptualizing an entangled post-reflexivity as a generative methodological move in post-intentional
phenomenology specifically and in qualitative research more generally. Through three provocations, we experiment with
how the concept of reflexivity might become, leading us to theorize an entangled post-reflexivity that aims to incite
methodological movements and possibilities for qualitative inquiry.
arts-based researchers toward innovative approaches, practices, and commitments? This question is explored in and through unfolding letters and interview conversations from the author’s dissertation research. In doing so, two swells of implications are followed: the significance of a Deleuzian pedagogy that invites art teacher educators/researchers to practice an ethic of do with me rather than do as I do (Deleuze, 1968/1994), and how actions inspired by such an ethic become generative in a multiplicity of doing. As such, this paper presents an entanglement of pedagogical implications for art education and methodological significance for arts-based educational research.
such an open question, asking: How may we employ “the arts methodologically to reveal what the arts make possible in various situations?” (p. xii). This paper engages with their provocative question by exploring the spaces between my research interest and the methodology constructed to pursue it. Further, I consider the expansion that blooms out of the multiplicity of engagement that arts based research inspires and commands- an expansion that illuminates my research process as an unfolding methodology in the afterglow.
and collectible. Our revisionary approach was to view data as words at play in theory. Deleuze and Guattari’s (1980/1987) logic of the AND encouraged our experimentation, and so paired with their concept of the rhizome, we began to think and do data differently, by mapping connections, movements, and flows of data/words across a visual script: situating data in a dynamic space of multiplicity, unsettling constraints within the discourse of scholarship. We conceptualized ho/
rhizoanalysis, rendering the joyful currents of connection and expression that data invites. What can become on the written page is a structure that is both bounded, yet in which, we can still play.
Book Reviews by Brooke Hofsess
conversations on teacher renewal,, International Journal of Qualitative Studies in Education, DOI:
10.1080/09518398.2019.1609121
Books by Brooke Hofsess
https://doi.org/10.1080/00043125.2020.1746162
through three variations of social warming inspired by socially engaged art and ecopoetry. These variations—gathering, participatory bookmaking, and perforating—unsettle residual boundaries between tree bodies and human bodies, generating ecological wisdom for living and inquiring
differently in the world. Perforating is theorized as an alternative to research findings in post qualitative approaches to inquiry.
KEYWORDS Social warming; Creative-relational inquiry;
Socially engaged art; Ecopoetry; Post-qualitative
Read here: https://online.ucpress.edu/dcqr/article/9/2/85/110318/Follow-the-PlantsVariations-on-Social-Warming-as
water as a papermaker beyond what springs easily from the studio’s many coiled hoses.
Maybe it is where I live, or the vitality of water I encounter as a papermaker, but somewhere along the way I began to wonder about the matter of rain in my life. My contribution to robust and tender conversations regarding the power, importance, and mattering of the stuff of our lives explores water becoming rain, becoming paper, becoming writing.
KEYWORDS Performative writing; Arts-based research; Affect; Ordinary objects
Read here: https://online.ucpress.edu/dcqr/article/8/3/69/109567/Water-Becoming-Rain-Becoming-Paper-Becoming
and the Work of the Lumen
Jonathan Wyatt, Anne Harris, Brooke Hofsess, Stacy Holman Jones,
and Fiona Murray
Liminalities: A Journal of Performance Studies
Vol. 16, No. 1 (2020)
ISSN: 1557-2935 <http://liminalities.net/16-1/loss.pdf>
modes of curating, the girls gathered some of these moments and objects together, as last day overflowed into an exhibition with pop-up lectures, performances, and opportunities for making, learning and teaching. For us, curating with embraces our alongsideness with, rather than our acquisition of, what is ecologically threaded through girlhood, and offers a way of creatively placing and performing ourselves within the contributions of women in Appalachia, with the land and with one another.
this methodology might afford qualitative researchers interested in experimenting with entangled connections among
seemingly disparate philosophies, theories, and methodologies. Specifically, we extend our amplification to the concept
of reflexivity by conceptualizing an entangled post-reflexivity as a generative methodological move in post-intentional
phenomenology specifically and in qualitative research more generally. Through three provocations, we experiment with
how the concept of reflexivity might become, leading us to theorize an entangled post-reflexivity that aims to incite
methodological movements and possibilities for qualitative inquiry.
arts-based researchers toward innovative approaches, practices, and commitments? This question is explored in and through unfolding letters and interview conversations from the author’s dissertation research. In doing so, two swells of implications are followed: the significance of a Deleuzian pedagogy that invites art teacher educators/researchers to practice an ethic of do with me rather than do as I do (Deleuze, 1968/1994), and how actions inspired by such an ethic become generative in a multiplicity of doing. As such, this paper presents an entanglement of pedagogical implications for art education and methodological significance for arts-based educational research.
such an open question, asking: How may we employ “the arts methodologically to reveal what the arts make possible in various situations?” (p. xii). This paper engages with their provocative question by exploring the spaces between my research interest and the methodology constructed to pursue it. Further, I consider the expansion that blooms out of the multiplicity of engagement that arts based research inspires and commands- an expansion that illuminates my research process as an unfolding methodology in the afterglow.
and collectible. Our revisionary approach was to view data as words at play in theory. Deleuze and Guattari’s (1980/1987) logic of the AND encouraged our experimentation, and so paired with their concept of the rhizome, we began to think and do data differently, by mapping connections, movements, and flows of data/words across a visual script: situating data in a dynamic space of multiplicity, unsettling constraints within the discourse of scholarship. We conceptualized ho/
rhizoanalysis, rendering the joyful currents of connection and expression that data invites. What can become on the written page is a structure that is both bounded, yet in which, we can still play.
conversations on teacher renewal,, International Journal of Qualitative Studies in Education, DOI:
10.1080/09518398.2019.1609121