I am an Associate Professor in the Faculty of Education at UNB, and research at the intersection of gender, sexuality, youth & activism and Social Studies education, through participatory visual research approaches, including: DIY media-making, cellphilm method, fieldnotes, collage, and zine production. My work explores participatory approaches to equity and social change by and for youth.
My doctoral work at McGill University explored issues of belonging and civic engagement with ethnic minority youth in Hong Kong through cellphilms: https://www.youtube.com/playlist?list=PLM_zBVIVwWeBCie8--UFeS9mtMweHtmkl Supervisors: Claudia Mitchell Address: Montreal, Quebec, Canada
Inspired by Indigenous water and land protectors in Standing Rock (ND) and Muskrat Falls (NL), as... more Inspired by Indigenous water and land protectors in Standing Rock (ND) and Muskrat Falls (NL), as well as her new identity as soon-to-be 'parent', the editor suggests that issues of activism and identity are intertwined in the ways in which the political and academic lives of new scholars are developed during their training in Canadian post-secondary institutions. The editor also presents an overview of the five articles in this Fall issue related to issues of identity and rethinking educational theories in a variety of Canadian educational spaces, including: post-secondary vocational education (Gustafson), physical education programs and models-based practices (Baker), exploring feminisms in educational contexts (Syme Anderson), exploring academic discourse socialization in post-secondary institutions (Vasilopoulos), and a reflection on theories surrounding adolescent motivation in Quebec's educational context (Gaudreau). Editorial am writing this editorial from unceded Wolastoqiyik and Mi'kmaq territory—Fredericton, New Brunswick—a city I have recently settled in as I anxiously await the birth of my first child. Fredericton as a territory is included in the " " Treaties of Peace and Friendship " which Wolastoqiyik (Maliseet) and Mi'kmaq peoples first signed with the British Crown in 1725. The treaties did not deal with surrender of lands and resources, but in fact recognized Mi'kmaq and Wolastoqiyik (Maliseet) title and established the rules for what was to be an ongoing relationship between nations " (CAUT, 2016, p. 4). As I work to get things in order for this new phase of my life (new scholar/new parent), I have been thinking deeply about what it means to give birth to and raise a new settler in the context of 'reconciliation'. I have also been thinking about the connections between scholarly identities and the physical spaces—both the Treatied and unceded lands—where we, as new scholars, practice these identities. Patrick Wolfe (2006) has argued that " land is life—or, at least, land is necessary for life. Thus contests for land can be—indeed often are— contests for life " (p. 387). We have seen these " contests for life " playing out in relation to the critical work by Indigenous water and land protectors in Standing Rock (ND) and Muskrat Falls (NL) and in activism related to land/bodies/consent by groups such as the Native Youth Sexual Health Network, the Women's Earth Alliance, and the Defenders of the Land.
This editorial for the Canadian Journal for New Scholars in Education suggests that language prac... more This editorial for the Canadian Journal for New Scholars in Education suggests that language practices and identities shift across spaces, and in response to lived and imagined social, systemic, colonial, and historical realities. The editorial presents an overview of the six articles in this issue related to issues of language, diversity, and identity in a variety of contexts, including: elementary schools (Birner), after school programs for secondary students (Hauseman), post-secondary institutions (Surtees & Balyasnikova; Lepp Friesen), policy context for refugee youth (Brewer), and in an evocative personal reflection on identity in relation to Canada's colonial project (Wright Cardinal).
Cellphilms are short videos shot on cellphones (Dockney, Tomaselli & Hart, 2010); they ca... more Cellphilms are short videos shot on cellphones (Dockney, Tomaselli & Hart, 2010); they can be shared phone-to-phone or uploaded to video sharing social media sites and shared across digital spaces. How might we begin to research the ways in which cellphilms are disseminated in digital spaces? Like participatory video (see, for example: Milne, Mitchell, & De Lange, 2012), cellphilming has the tendency to value the research process over its visual products.
In this article, we interrogate notions of power in relation to three participatory visual method... more In this article, we interrogate notions of power in relation to three participatory visual methods: drawing, photo-voice, and making cellphilms (videos made on cell phones). In particular, we address power from the perspectives of Foucault, Freire, Giroux, and hooks in a consideration of the power structures operating in and around participatory visual research. We seek to understand the power dynamics that operate in participatory visual research particularly in relation to digital media. In so doing, we foreground the notion of power in a discussion of a workshop on participatory visual methodologies that we conducted as part of a graduate student conference. Since participatory visual research artifacts can be both created and disseminated through digital spaces, this work offers implications for researchers working in this field. We conclude that more theoretical work needs to be done to enable us to articulate more fully the power dynamics at play in participatory visual research.
VIRGINIA LEA & ERMA JEAN SIMS (EDS.). Undoing whiteness in the classroom: Critical educultural te... more VIRGINIA LEA & ERMA JEAN SIMS (EDS.). Undoing whiteness in the classroom: Critical educultural teaching approaches for social justice activism. New York, NY: Peter Lang. (2008). 276 pp. $35.95 (Paperback). (ISBN: 978-0-82049-712-9).
... My daughter, Ashley, is my mirror. She is the eyes through which I see myself. ... Her keen i... more ... My daughter, Ashley, is my mirror. She is the eyes through which I see myself. ... Her keen insight into the complexities of writing a book about" whiteness" and" educulturalism" has been the driving force behind our successful completion of this exciting new book. ...
PurposeThe authors explore the coproduction of a digital archive with 50 2SLGBTQ+ youth across At... more PurposeThe authors explore the coproduction of a digital archive with 50 2SLGBTQ+ youth across Atlantic Canada during the COVID-19 pandemic in order to catalyze broader public participation in understanding 2SLGBTQ+ youth-led activism in this place and time through art production.Design/methodology/approachThrough a mail-based participatory visual research project and an examination of collage, zines and DIY facemasks, the authors highlight how the production, sharing and archiving of youth-produced art adds to methodological discussions of exhibiting and digital archiving with 2SLGBTQ+ youth as a form of activist intervention.FindingsIn reflexively examining the cocuration of art through social media and project website, the authors argue that coproducing digital archives is an important part of knowledge mobilization. Also, the authors consider how the work has been interacted with by a broader public, so far in an exclusively celebratory manner and note the benefits and challenge...
Canadian Journal of Education/Revue canadienne de l'éducation
Queer, trans, and non-binary youth navigate school spaces punctuated by erasures, silences, and o... more Queer, trans, and non-binary youth navigate school spaces punctuated by erasures, silences, and oppression, and resist these experiences through solidarity-building, activism, and art practice. In this article, we seek to centre experiences of school and society as important spheres of inquiry through participatory visual research with queer, trans, and non-binary young people (ages 12 to 17) and pre-service teachers and community educators (ages 22 to 40) in Fredericton, New Brunswick, Canada. Using an intersectional lens, we consider how intersecting power structures—gender, race, class, and disability—produce unequal impacts in relation to school and social experiences in New Brunswick. Centring youth agency, we position youth as knowledge producers through participatory visual methods of inquiry, including the making of zines (DIY print productions). With youth and pre-service teachers, through inquiry into existing and desired school and social experiences, we seek to make visu...
Cellphilm methodology is a process where research participants create short cellphone videos in a... more Cellphilm methodology is a process where research participants create short cellphone videos in an effort to move toward social change. Cellphilms can be disseminated across physical spaces (eg. through sharing phone-to-phone and through screenings) and digital spaces (eg. by uploadig to social media sites). This chapter focuses on the use of participatory digital archives, such as YouTube, as a means for teachers to view and review their cellphilms to encourage reflection on teacher identity and the use of cellphilms as an educational tool. We see cellphilming as an emerging participatory research methodology and its integration with online participatory digital archives holds both promise and challenges. As such, our chapter explores the development of a researcher/participant collaborative cellphilm archive in a project with pre-service social studies teachers at the University of Prince Edward Island in Canada. We discuss some of the ethical issues that are associated with relying on YouTube as a digital archival space when conducting visual participatory research with pre-service teachers.
Inspired by Indigenous water and land protectors in Standing Rock (ND) and Muskrat Falls (NL), as... more Inspired by Indigenous water and land protectors in Standing Rock (ND) and Muskrat Falls (NL), as well as her new identity as soon-to-be 'parent', the editor suggests that issues of activism and identity are intertwined in the ways in which the political and academic lives of new scholars are developed during their training in Canadian post-secondary institutions. The editor also presents an overview of the five articles in this Fall issue related to issues of identity and rethinking educational theories in a variety of Canadian educational spaces, including: post-secondary vocational education (Gustafson), physical education programs and models-based practices (Baker), exploring feminisms in educational contexts (Syme Anderson), exploring academic discourse socialization in post-secondary institutions (Vasilopoulos), and a reflection on theories surrounding adolescent motivation in Quebec's educational context (Gaudreau). Editorial am writing this editorial from unceded Wolastoqiyik and Mi'kmaq territory—Fredericton, New Brunswick—a city I have recently settled in as I anxiously await the birth of my first child. Fredericton as a territory is included in the " " Treaties of Peace and Friendship " which Wolastoqiyik (Maliseet) and Mi'kmaq peoples first signed with the British Crown in 1725. The treaties did not deal with surrender of lands and resources, but in fact recognized Mi'kmaq and Wolastoqiyik (Maliseet) title and established the rules for what was to be an ongoing relationship between nations " (CAUT, 2016, p. 4). As I work to get things in order for this new phase of my life (new scholar/new parent), I have been thinking deeply about what it means to give birth to and raise a new settler in the context of 'reconciliation'. I have also been thinking about the connections between scholarly identities and the physical spaces—both the Treatied and unceded lands—where we, as new scholars, practice these identities. Patrick Wolfe (2006) has argued that " land is life—or, at least, land is necessary for life. Thus contests for land can be—indeed often are— contests for life " (p. 387). We have seen these " contests for life " playing out in relation to the critical work by Indigenous water and land protectors in Standing Rock (ND) and Muskrat Falls (NL) and in activism related to land/bodies/consent by groups such as the Native Youth Sexual Health Network, the Women's Earth Alliance, and the Defenders of the Land.
This editorial for the Canadian Journal for New Scholars in Education suggests that language prac... more This editorial for the Canadian Journal for New Scholars in Education suggests that language practices and identities shift across spaces, and in response to lived and imagined social, systemic, colonial, and historical realities. The editorial presents an overview of the six articles in this issue related to issues of language, diversity, and identity in a variety of contexts, including: elementary schools (Birner), after school programs for secondary students (Hauseman), post-secondary institutions (Surtees & Balyasnikova; Lepp Friesen), policy context for refugee youth (Brewer), and in an evocative personal reflection on identity in relation to Canada's colonial project (Wright Cardinal).
Cellphilms are short videos shot on cellphones (Dockney, Tomaselli & Hart, 2010); they ca... more Cellphilms are short videos shot on cellphones (Dockney, Tomaselli & Hart, 2010); they can be shared phone-to-phone or uploaded to video sharing social media sites and shared across digital spaces. How might we begin to research the ways in which cellphilms are disseminated in digital spaces? Like participatory video (see, for example: Milne, Mitchell, & De Lange, 2012), cellphilming has the tendency to value the research process over its visual products.
In this article, we interrogate notions of power in relation to three participatory visual method... more In this article, we interrogate notions of power in relation to three participatory visual methods: drawing, photo-voice, and making cellphilms (videos made on cell phones). In particular, we address power from the perspectives of Foucault, Freire, Giroux, and hooks in a consideration of the power structures operating in and around participatory visual research. We seek to understand the power dynamics that operate in participatory visual research particularly in relation to digital media. In so doing, we foreground the notion of power in a discussion of a workshop on participatory visual methodologies that we conducted as part of a graduate student conference. Since participatory visual research artifacts can be both created and disseminated through digital spaces, this work offers implications for researchers working in this field. We conclude that more theoretical work needs to be done to enable us to articulate more fully the power dynamics at play in participatory visual research.
VIRGINIA LEA & ERMA JEAN SIMS (EDS.). Undoing whiteness in the classroom: Critical educultural te... more VIRGINIA LEA & ERMA JEAN SIMS (EDS.). Undoing whiteness in the classroom: Critical educultural teaching approaches for social justice activism. New York, NY: Peter Lang. (2008). 276 pp. $35.95 (Paperback). (ISBN: 978-0-82049-712-9).
... My daughter, Ashley, is my mirror. She is the eyes through which I see myself. ... Her keen i... more ... My daughter, Ashley, is my mirror. She is the eyes through which I see myself. ... Her keen insight into the complexities of writing a book about" whiteness" and" educulturalism" has been the driving force behind our successful completion of this exciting new book. ...
PurposeThe authors explore the coproduction of a digital archive with 50 2SLGBTQ+ youth across At... more PurposeThe authors explore the coproduction of a digital archive with 50 2SLGBTQ+ youth across Atlantic Canada during the COVID-19 pandemic in order to catalyze broader public participation in understanding 2SLGBTQ+ youth-led activism in this place and time through art production.Design/methodology/approachThrough a mail-based participatory visual research project and an examination of collage, zines and DIY facemasks, the authors highlight how the production, sharing and archiving of youth-produced art adds to methodological discussions of exhibiting and digital archiving with 2SLGBTQ+ youth as a form of activist intervention.FindingsIn reflexively examining the cocuration of art through social media and project website, the authors argue that coproducing digital archives is an important part of knowledge mobilization. Also, the authors consider how the work has been interacted with by a broader public, so far in an exclusively celebratory manner and note the benefits and challenge...
Canadian Journal of Education/Revue canadienne de l'éducation
Queer, trans, and non-binary youth navigate school spaces punctuated by erasures, silences, and o... more Queer, trans, and non-binary youth navigate school spaces punctuated by erasures, silences, and oppression, and resist these experiences through solidarity-building, activism, and art practice. In this article, we seek to centre experiences of school and society as important spheres of inquiry through participatory visual research with queer, trans, and non-binary young people (ages 12 to 17) and pre-service teachers and community educators (ages 22 to 40) in Fredericton, New Brunswick, Canada. Using an intersectional lens, we consider how intersecting power structures—gender, race, class, and disability—produce unequal impacts in relation to school and social experiences in New Brunswick. Centring youth agency, we position youth as knowledge producers through participatory visual methods of inquiry, including the making of zines (DIY print productions). With youth and pre-service teachers, through inquiry into existing and desired school and social experiences, we seek to make visu...
Cellphilm methodology is a process where research participants create short cellphone videos in a... more Cellphilm methodology is a process where research participants create short cellphone videos in an effort to move toward social change. Cellphilms can be disseminated across physical spaces (eg. through sharing phone-to-phone and through screenings) and digital spaces (eg. by uploadig to social media sites). This chapter focuses on the use of participatory digital archives, such as YouTube, as a means for teachers to view and review their cellphilms to encourage reflection on teacher identity and the use of cellphilms as an educational tool. We see cellphilming as an emerging participatory research methodology and its integration with online participatory digital archives holds both promise and challenges. As such, our chapter explores the development of a researcher/participant collaborative cellphilm archive in a project with pre-service social studies teachers at the University of Prince Edward Island in Canada. We discuss some of the ethical issues that are associated with relying on YouTube as a digital archival space when conducting visual participatory research with pre-service teachers.
Hong Kong’s non-white ethnic minorities – including its Filipina residents – are often described ... more Hong Kong’s non-white ethnic minorities – including its Filipina residents – are often described in media and policy discourses as a unified group. Speaking back to this misconception, in this article we describe the gendered experiences of two 23-year old Filipinas born and raised in Hong Kong through what Claudia Mitchell has described as girl method – research with girls for girls and about girls’ concerns – in our case producing visual depictions of girlhood in cellphilms (cellphone + filmmaking + intention) and collaborative writing. We write together as co-researchers to extend participatory approaches to research dissemination as we make sense of the changing political situation in Hong Kong in the years since our first collaboration in 2015. Through a polyvocal – many voices writing together – reflection on a cellphilm production project on identities and belonging four years later, we argue that Filipina identity in Hong Kong is complex and multifarious, and we aim to disse...
Fieldnotes record the gaze of the researcher as much as the activities being observed. My doctora... more Fieldnotes record the gaze of the researcher as much as the activities being observed. My doctoral dissertation examined the relationship between gender safety, gender violence, and learning processes in two primary schools in Kirinyaga County, Kenya. In this chapter, I apply Constructivist Grounded Theory to examine how my fieldnotes illuminate the power differentials within the research process. Fieldnotes provided me an essential tool for provoking and deepening reflexivity, prompting the discussion of biases as they emerged. Intersecting themes of discomfort, visibility, and critique show how fieldnotes improved the research by prioritizing reflexivity during data collection and analysis, and by initiating uncomfortable but important conversations within myself that otherwise may not have occurred.
Submission Guidelines
We welcome both theoretical and empirical papers from contributors who are ... more Submission Guidelines We welcome both theoretical and empirical papers from contributors who are thinking through facilitation in their research practices. The collection will be in English.
Deadline for chapter proposals: September 1st, 2020
Chapter proposals should include: 200-400 words abstract (excluding references) with title, author’s name, a short 100-word bio with affiliation, and contact information by September 1st, 2020.
Invitations to submit a full paper will be sent to selected authors by October 1st, 2020. Deadline for full draft submissions: February 1st, 2021.
Full papers should be between 5000-7000 words, including endnotes. Final acceptance is conditional upon peer-review assessments. The anticipated publication date for the collection is the Spring of 2022.
Capitalizing on young people's everyday media practices--such as cellphone video making (cellphil... more Capitalizing on young people's everyday media practices--such as cellphone video making (cellphilming)--may be democratizing as DIY (Do It Yourself) media-making may challenge traditional political and media structures. At the same time, the democratizing claims of participatory visual research need to be unsettled within Hong Kong's specific socio-political context. This study describes eight young people's reflections on the Occupy Movement, a close reading of two cellphilm productions, and a n archive of these cellphilms on YouTube as instances of civic engagement. IN these reflections, youth both discuss and problematize their realities, while making recommendations for social change. While youth-produced cellphilms were found to provide these young people the opportunity to express and share their understandings of democracy and civic engagement, the study also highlights the tensions between calls for democracy in participatory visual research projects in a changing Hong Kong.
Hong Kong’s 2014 Occupy Movement brought its citizens and residents—both Chinese and ethnic minor... more Hong Kong’s 2014 Occupy Movement brought its citizens and residents—both Chinese and ethnic minorities—to the streets in an effort to protest growing Mainland Chinese influence and express a call for increased democratic measures in the territory. Through a participatory visual research project among four ethnic minority youth using semi-structured interviews and DIY media-making with cellphilms (cellphone + filmmaking), the findings indicate that participating in and responding to the Occupy Movement encouraged ethnic minority youth to feel an increased sense of inclusion and belonging in the territory—where they have grown up and studied feeling excluded and isolated.
We introduced this book by describing our collaborative work at the first and second Internationa... more We introduced this book by describing our collaborative work at the first and second International Cellphilm Festivals at McGill University in Montreal, Canada and offering some impressions of the submissions we received each year. It seems fitting that while this volume went through the final stages of editing we celebrated the third International Cellphilm Festival.
Cellphilms are short videos shot on cellphones (Dockney, Tomaselli & Hart, 2010); they can be sha... more Cellphilms are short videos shot on cellphones (Dockney, Tomaselli & Hart, 2010); they can be shared phone-to-phone or uploaded to video sharing social media sites and shared across digital spaces. How might we begin to research the ways in which cellphilms are disseminated in digital spaces? Like participatory video (see, for example: Milne, Mitchell, & De Lange, 2012), cellphilming has the tendency to value the research process over its visual products.
Dockney and Tomaselli (2009) coined the term cellphilm by combining two words—cellphone1 and film... more Dockney and Tomaselli (2009) coined the term cellphilm by combining two words—cellphone1 and film—to describe the combination of multiple communication technologies in one device. However, they admit that the ways in which individuals and communities have taken up the practice of making cellphilms has made it difficult to formulate a fixed definition of what constitutes a cellphilm.
Cellphilm methodology is a process where research participants create short cellphone videos in a... more Cellphilm methodology is a process where research participants create short cellphone videos in an effort to move toward social change. Cellphilms can be disseminated across physical spaces (eg. through sharing phone-to-phone and through screenings) and digital spaces (eg. by uploadig to social media sites). This chapter focuses on the use of participatory digital archives, such as YouTube, as a means for teachers to view and review their cellphilms to encourage reflection on teacher identity and the use of cellphilms as an educational tool. We see cellphilming as an emerging participatory research methodology and its integration with online participatory digital archives holds both promise and challenges. As such, our chapter explores the development of a researcher/participant collaborative cellphilm archive in a project with pre-service social studies teachers at the University of Prince Edward Island in Canada. We discuss some of the ethical issues that are associated with relying on YouTube as a digital archival space when conducting visual participatory research with pre-service teachers.
Situating our paper in a theoretical framework that bridges post structuralism, the New Literacy ... more Situating our paper in a theoretical framework that bridges post structuralism, the New Literacy Studies, and participation and participatory culture, we engage in an inquiry about the potential to produce research to encourage social change. In so doing, We explore the process of research as social change, and engage reflexively critically with our own work: Casey with the limitations of her Master’s research in studying language and identity in Hong Kong, and Claudia with two participatory visual projects, a participatory video project with youth in rural KwaZulu Natal, South Africa and a photovoice study project with youth in Ethiopia. We argue that participatory visual research works toward social action in that as puts the participants themselves at the centre: from the inception early stages through to the dissemination of the knowledge created. Ultimately, we suggest that researchers need to continue to ask of their work a series of critical questions, starting with the question: most importantly, 'what difference does this research make to the populations it engages’? Instead of policy as an after-thought in literacy projects, we argue that it needs to be framed in research from the very beginning.
I love street art because it allows me to view people’s interactions with public space in intenti... more I love street art because it allows me to view people’s interactions with public space in intentional ways. Street art makes me look around and gets me to reconsider the spaces I usually ignore or take for granted. I search for it as I walk the streets of the places I live.
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I see street art and street image production as a kind of public scholarship, and this way of thinking is nothing new. Lyman Chaffee’s Political Protest and Street Art: Popular Tools for Democratiazation in Hispanic Countries took up ideas of politics and street literacies in the early nineties. Moje’s (2000) article, “To be part of the story” looked at the street art literacy practices of youth who self-identified as gang-affiliated, and she notes “if we accept the analysis that these literacy practices are an important aspect of young people’s identity construction and representation, then we need to ask how they learn these practices and how they articulate these unsanctioned practices and identities with other practices and identities that they have constructed in various contexts” (p. 672). Other scholars have explored street art as an act of civic engagement, of identity, as a way to speak back to dominant discourses. It can be sexy and dissenting and problematic and angry and it is all of these things that cause me to search out street art as I walk through everyday spaces.
During the fieldwork for my doctoral dissertation, I have been keeping participatory visual field... more During the fieldwork for my doctoral dissertation, I have been keeping participatory visual fieldnotes. In this practice, my participants can read and respond to the things that I am thinking and feeling while I am in the field. Feel free to follow along as it unfolds!
Facilitating Visual Socialities
Editors:
Dr. Casey Burkholder, University of New Brunswick (Cana... more Facilitating Visual Socialities
Editors: Dr. Casey Burkholder, University of New Brunswick (Canada) Dr. Joshua Schwab Cartas, University of British Columbia (Canada) Dr. Funké Aladejebi, University of Toronto (Canada)
Deadline for chapter proposals: February 1st, 2022 Deadline for full submissions: June 1st, 2022
In this edited collection, we are particularly interested in chapters that investigate visual sociological research facilitation that attempts to disrupt anti-black and anti-Indigenous racism, ableism, homophobia, transphobia, patriarchy, sexism in an effort to work toward social change. Chapters may take up a range of technical, methodological, ethical, and theoretical issues, including:
Processes of Facilitating Visual Sociological Research for Social Change: What processes and strategies have been used successfully in facilitating visual research for social change? How is visual research ethically facilitated and under what circumstances? How do technologies shift research facilitation? For example, what changes when a phone is used as an instrument to collect data with participants? How is visual research facilitation described in academic writing including theses, articles and dissertations? How might we understand research facilitation as a kind of intervention? How might the current shift to prioritizing digital technologies, amidst COVID-19, influence community-researcher relationships? What obligations do we have to privacy and access to technology (e.g. reliable internet) under these conditions?
Complications in Facilitating Research: What happens when visual facilitation fails? How have you theorized failure in visual research facilitation? How are power relations shared and theorized in co-facilitation with community members? How is trust in visual research facilitation theorized? What does facilitation look like in a time of social distancing? What happens when communities do not have access to online platforms due to internet access and broadband issues?
Ethical Practices in Research Facilitation: How might visual research for social change be facilitated through an anti-racist lens? What happens when participants’ and/or facilitators reaffirm / shore up problematic / racist discourses in a group setting? How might we facilitate through instances and discourses of ableism / racism / transphobia / homophobia/ etc?
Teaching about research facilitation: How can visual research facilitation be taken up in methodology courses and student supervision? What pedagogical practices might further thinking about facilitating research? What do you wish you had learned about facilitating visual research?
We invite broad interpretations of research facilitation and are particularly interested in research facilitation within community-based approaches, participatory visual approaches, and specific methods including participatory mapping, cellphilm method, photovoice, and walking methods.
The edited volume seeks contributions from established and new scholars working across disciplines including visual studies.
Submission Guidelines We welcome both theoretical and empirical papers from contributors who are thinking through facilitation in their visual sociological research practices. The collection will be in English.
Deadline for chapter proposals: February 1st, 2022
Chapter proposals should include: 200-400 words abstract (excluding references) with title, author’s name, a short 100-word bio with affiliation, and contact information by February 1st, 2022.
Invitations to submit a full paper will be sent to selected authors by March 1st, 2022. Deadline for full draft submissions: June 1st, 2022.
Full papers should be between 5000-7000 words, including endnotes and references. Final acceptance is conditional upon peer-review assessments. The anticipated publication date for the collection is the Spring of 2023.
What's a Cellphilm? explores cellphone video production for its contributions to participatory vi... more What's a Cellphilm? explores cellphone video production for its contributions to participatory visual research. There is a rich history of integrating participants' videos into community-based research and activism. However, a reliance on camcorders and digital cameras has come under criticism for exacerbating unequal power relations between researchers and their collaborators. Using cellphones in participatory visual research suggests a new way forward by working with accessible, everyday technology and integrating existing media practices. Cellphones are everywhere these days. People use mobile technology to visually document and share their lives. This new era of democratised media practices inspired Jonathan Dockney and Keyan Tomaselli to coin the term cellphilm (cellphone + film). The term signals the coming together of different technologies on one handheld device and the emerging media culture based on people's use of cellphones to create, share, and watch media. Chapters present practical examples of cellphilm research conducted in Canada, Hong Kong, Mexico, the Netherlands and South Africa. Together these contributions consider several important methodological questions, such as: Is cellphilming a new research method or is it re-packaged participatory video? What theories inform the analysis of cellphilms? What might the significance of frequent advancements in cellphone technology be on cellphilms? How does our existing use of cellphones inform the research process and cellphilm aesthetics? What are the ethical dimensions of cellphilm use, dissemination, and archiving? These questions are taken up from interdisciplinary perspectives by established and new academic contributors from education, Indigenous studies, communication, film and media studies.
Writing for publication is an integral yet arduous part of the graduate student experience. Furth... more Writing for publication is an integral yet arduous part of the graduate student experience. Further, the path to publication is sometimes obscured. To address these realities, this session aims to provide graduate students with an understanding of to work toward the publication process. We seek to engage the audience in a discussion about writing for publication. We answer: how does the publication process work? What occurs after an article is submitted? With the 2016 Congress theme, ‘Engaging Communities’ in mind, the editorial team of the (CJNSE/RCJCÉ) will provide graduate students with an interactive presentation that outlines our mentorship-based mission, the role that each member of our editorial team plays in achieving this mission, and some advice about how prospective authors may best ensure publication success with our journal and in other publishing endeavours. Following a discussion of our mission, our day-to-day operations, and roles/responsibilities, our senior editorial panel—from both our French and English teams—will answer questions related to our mentorship processes and describe the journey of a successful article from submission to publication. This bilingual session will share “insider” knowledge of academic publishing in order to promote graduate student publishing success. The panel will be highly interactive, with extensive discussion of “best practices” for achieving publishing success in the field of education. This session will be of interest to graduate students who wish to learn more about the CJNSE/RCJCÉ, to become involved in reviewing and mentoring, as well as those interested in achieving publication in academic journals.
Le processus menant à la publication d’un premier article scientifique peut parfois paraitre obscur : quelles en sont les frontières et les balises? Comment s’opérationnalise une première publication? Comment faire pour développer des compétences de rédaction scientifique? Quelles sont les étapes subséquentes à la soumission d’un article? Ces questions seront le moteur de notre communication et rejoignent le thème du colloque 2016 « L’énergie des communautés ». En effet, la CJNSE/RCJCÉ participe activement à l’inclusion des chercheur-es dès les cycles supérieurs et les encourage à contribuer à la recherche pour enrichir nos environnements. Notre communication abordera aussi le processus éditorial de la revue sous l’angle du mentorat, vision privilégiée depuis la création de la revue. Nous présenterons aussi les rôles et responsabilités des bénévoles-mentors de la revue, qui prodiguent des conseils aux auteurs et qui participent aux réflexions de ces derniers. Cette communication se veut interactive et bilingue et nous souhaitons offrir un aperçu de notre fonctionnement aux étudiants des cycles supérieurs et à toute personne intéressée au domaine des publications scientifiques.
Education, Ethnicity and Equity in the Multilingual Asian Context, 2019
The lack of Chinese language proficiency of Hong Kong ethnic minorities has frequently been cited... more The lack of Chinese language proficiency of Hong Kong ethnic minorities has frequently been cited as an inherent factor preventing their social integration. Beneath this assumption are racialized discourses that intensify the social boundaries between ethnic minorities and Hong Kong Chinese people. This chapter elaborates on some deep-seated issues relating to how ethnic minorities are racialized in Hong Kong. We argue that ethnic minorities are fraught with different levels of invisibility and racial normativity, creating a set of dilemmas on how cultural diversity is conceived in Hong Kong’s wider social fabric. Using the notion of race as a starting point, the discussion highlights the dilemmas resulting from the invisibilities of ethnic minorities of color in the public discourse and the educational discourse and at a community level among non-Chinese residents. We argue that these racialized discourses operate differently toward white ethnic minorities who are provided unearned social and economic advantages within this city, solidifying further divisions. Clarifying the racialized discourses provides a means to delve into the normative inclinations of Hong Kong—how ethnic minorities of color are systemically and persistently rendered as outsiders at multiple levels.
Time’s neutrality is a ruse. Its steady beat has embedded within it a political project that shap... more Time’s neutrality is a ruse. Its steady beat has embedded within it a political project that shapes and is shaped by the life of the institutions that prize its articulations. In this critical, conceptual, reflective essay, we begin by theorizing time, and argue that producing temporal waste is a practice of exercising freedom in context of the academy’s institutional rigidities. We make this argument in three parts: Making Waste as Critique, Making Waste as Equity, and Making Waste as Experience, in which we suggest that a scholarly disposition toward making temporal waste can support and elevate stances of critical being, doing, and experiencing within the academy. The seductions of orientating to time in the ways institutions intend us to are great, as are the incentives offered for doing so. And yet to attempt to achieve time differently is a praxis whose value holds the potential to allow us to perceive ourselves divergently in the academy. https://digitalscholarship.unlv.edu/taboo/vol19/iss3/2/
This paper is rooted in the reactions of our university community to a racist poster that appeare... more This paper is rooted in the reactions of our university community to a racist poster that appeared on our campus. It presents a critique of tendencies to intellectualize whiteness in depoliticized forms as a response to acts of racism,tendencies that work to centre “good whiteness” in unconscious ways,obstructing opportunities for a more robust and determined politics of anti-racism. We structure the paper around three concerns: the first, a conceptual concern, contests the notion that an ethically admirable or desirable response to racism can ever be sought through an appeal to intellectualization aimed at passively healing the intellectualizer; the second, a speculative concern, considers how particular modes of intellectualizing whiteness can seduce people into thinking they have taken a stand against racism where no such stand exists; the third, a practical concern, considers what a more worthwhile response to acts of racism might entail given the criticisms we identify.
Compassion and Empathy in Educational Contexts, G. Barton and S. Garvis (Eds), 2019
This chapter reveals in-depth, autoethnographic perspectives of three international scholars from... more This chapter reveals in-depth, autoethnographic perspectives of three international scholars from Canada and the Azores who worked with film to teach such core values as empathy and compassion in higher education. While teacher-trainer courses may focus on specific pedagogical techniques like remediation, scaffolding implementation, and differentiation, the teaching profession is in crucial need of conversations that deconstruct moral values and empathy (White & Frois, 2014). To address compassion and empathy in education, they key topics of this book, we suggest pedagogical pathways that build on our collective experiences as teacher-trainers and researchers working with film in higher education. We thus present findings from three film narratives (Mr. Lazhar. Stories we Tell, Freedom Writers) that have the potential to bolster discussions on moral values like empathy and compassion.
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Editorials by Casey Burkholder
Papers by Casey Burkholder
We welcome both theoretical and empirical papers from contributors who are thinking through facilitation in their research practices. The collection will be in English.
Deadline for chapter proposals: September 1st, 2020
Chapter proposals should include: 200-400 words abstract (excluding references) with title, author’s name, a short 100-word bio with affiliation, and contact information by September 1st, 2020.
Invitations to submit a full paper will be sent to selected authors by October 1st, 2020.
Deadline for full draft submissions: February 1st, 2021.
Full papers should be between 5000-7000 words, including endnotes. Final acceptance is conditional upon peer-review assessments. The anticipated publication date for the collection is the Spring of 2022.
Please send proposals to Casey Burkholder, Funké Aladejebi and Joshua Schwab-Cartas at: leadingandlistening2community@gmail.com
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I see street art and street image production as a kind of public scholarship, and this way of thinking is nothing new. Lyman Chaffee’s Political Protest and Street Art: Popular Tools for Democratiazation in Hispanic Countries took up ideas of politics and street literacies in the early nineties. Moje’s (2000) article, “To be part of the story” looked at the street art literacy practices of youth who self-identified as gang-affiliated, and she notes “if we accept the analysis that these literacy practices are an important aspect of young people’s identity construction and representation, then we need to ask how they learn these practices and how they articulate these unsanctioned practices and identities with other practices and identities that they have constructed in various contexts” (p. 672). Other scholars have explored street art as an act of civic engagement, of identity, as a way to speak back to dominant discourses. It can be sexy and dissenting and problematic and angry and it is all of these things that cause me to search out street art as I walk through everyday spaces.
Editors:
Dr. Casey Burkholder, University of New Brunswick (Canada)
Dr. Joshua Schwab Cartas, University of British Columbia (Canada)
Dr. Funké Aladejebi, University of Toronto (Canada)
Deadline for chapter proposals: February 1st, 2022
Deadline for full submissions: June 1st, 2022
In this edited collection, we are particularly interested in chapters that investigate visual sociological research facilitation that attempts to disrupt anti-black and anti-Indigenous racism, ableism, homophobia, transphobia, patriarchy, sexism in an effort to work toward social change. Chapters may take up a range of technical, methodological, ethical, and theoretical issues, including:
Processes of Facilitating Visual Sociological Research for Social Change: What processes and strategies have been used successfully in facilitating visual research for social change? How is visual research ethically facilitated and under what circumstances? How do technologies shift research facilitation? For example, what changes when a phone is used as an instrument to collect data with participants? How is visual research facilitation described in academic writing including theses, articles and dissertations? How might we understand research facilitation as a kind of intervention? How might the current shift to prioritizing digital technologies, amidst COVID-19, influence community-researcher relationships? What obligations do we have to privacy and access to technology (e.g. reliable internet) under these conditions?
Complications in Facilitating Research: What happens when visual facilitation fails? How have you theorized failure in visual research facilitation? How are power relations shared and theorized in co-facilitation with community members? How is trust in visual research facilitation theorized? What does facilitation look like in a time of social distancing? What happens when communities do not have access to online platforms due to internet access and broadband issues?
Ethical Practices in Research Facilitation: How might visual research for social change be facilitated through an anti-racist lens? What happens when participants’ and/or facilitators reaffirm / shore up problematic / racist discourses in a group setting? How might we facilitate through instances and discourses of ableism / racism / transphobia / homophobia/ etc?
Teaching about research facilitation: How can visual research facilitation be taken up in methodology courses and student supervision? What pedagogical practices might further thinking about facilitating research? What do you wish you had learned about facilitating visual research?
We invite broad interpretations of research facilitation and are particularly interested in research facilitation within community-based approaches, participatory visual approaches, and specific methods including participatory mapping, cellphilm method, photovoice, and walking methods.
The edited volume seeks contributions from established and new scholars working
across disciplines including visual studies.
Submission Guidelines
We welcome both theoretical and empirical papers from contributors who are thinking through facilitation in their visual sociological research practices. The collection will be in English.
Deadline for chapter proposals: February 1st, 2022
Chapter proposals should include: 200-400 words abstract (excluding references) with title, author’s name, a short 100-word bio with affiliation, and contact information by February 1st, 2022.
Invitations to submit a full paper will be sent to selected authors by March 1st, 2022.
Deadline for full draft submissions: June 1st, 2022.
Full papers should be between 5000-7000 words, including endnotes and references. Final acceptance is conditional upon peer-review assessments. The anticipated publication date for the collection is the Spring of 2023.
Please send proposals to Casey Burkholder, Joshua Schwab-Cartas & Funké Aladejebi at: casey.burkholder@unb.ca
Le processus menant à la publication d’un premier article scientifique peut parfois paraitre obscur : quelles en sont les frontières et les balises? Comment s’opérationnalise une première publication? Comment faire pour développer des compétences de rédaction scientifique? Quelles sont les étapes subséquentes à la soumission d’un article? Ces questions seront le moteur de notre communication et rejoignent le thème du colloque 2016 « L’énergie des communautés ». En effet, la CJNSE/RCJCÉ participe activement à l’inclusion des chercheur-es dès les cycles supérieurs et les encourage à contribuer à la recherche pour enrichir nos environnements. Notre communication abordera aussi le processus éditorial de la revue sous l’angle du mentorat, vision privilégiée depuis la création de la revue. Nous présenterons aussi les rôles et responsabilités des bénévoles-mentors de la revue, qui prodiguent des conseils aux auteurs et qui participent aux réflexions de ces derniers. Cette communication se veut interactive et bilingue et nous souhaitons offrir un aperçu de notre fonctionnement aux étudiants des cycles supérieurs et à toute personne intéressée au domaine des publications scientifiques.