Jump to Main Content
Decrease font size Reset font size Increase font size
Curriculum, Teaching  & Learning
Stephanie Springgay


Stephanie Springgay
Associate Professor

email: stephanie.springgay@utoronto.ca  
website: http://stephaniespringgay.com

Department: Curriculum, Teaching and Learning



Research Overview

Stephanie Springgay is an Associate Professor at the University of Toronto. She is a leading scholar of research-creation with a focus on walking, affect, queer theory, and contemporary art as pedagogy. She co-directs WalkingLab (walkinglab.org) and directs The Pedagogical Impulse (thepedagogicalimpulse.com). She is the co-author of Walking Methodologies in More-than-Human World: Walkinglab; co-editor of M/othering a Bodied Curriculum: Emplacement, Desire, Affect; co-editor of Curriculum and the Cultural Body; and author of Body Knowledge and Curriculum: Pedagogies of Touch in Youth and Visual Culture. www.stephaniespringgay.com

Curriculum Vitae

http://www.oise.utoronto.ca/Curriculum_Vitae/Stephanie_Springgay_CV.pdf

Academic History

PhD in Curriculum Studies and Art Education 2004
Department of Curriculum Studies, The University of British Columbia

MA in Curriculum Studies and Art Education 2001
Department of Curriculum Studies, The University of British Columbia

BED in elementary education with a specialization in the arts 2000
Queen's University

Bachelor of Fine Arts Studio 1992
Queen's University


Representative Publications

 

Springgay, S. & Truman, S. E. (2018). Walking methodologies in a more-than-human world: WalkingLab. New York, NY: Routledge.

 

Springgay, S. (2018). How to write as felt: Touching transmaterialities and more-than-human intimacies. Studies in Educational Philosophy https://doi.org/10.1007/s11217-018-9624-5

 

Springgay, S. & Truman, S. E. (2017). A transmaterial approach to walking methodologies: Embodiment, affect and a sonic art performance. Body & Society, 23(4), 27-58

 

Springgay, S. & Truman, S. E. (2017). On the need for methods beyond proceduralism: Speculative middles, (In) tensions, and reponse-ability in research. Qualitative Inquiry, 24(3), 203-214.

 

Springgay, S. & Truman, S. E. (2017). Stone Walks: inhuman animacies and queer archives of feeling. Discourse: Studies in the Cultural Politics of Education 38(6), 851-863

 

Springgay, S. & Zaliwska, Z. (2017): Learning to be affected: Matters of pedagogy in the artists’ soup kitchen Educational Philosophy and Theory. 49(3), 273-283.

 

Rotas, N. & Springgay, S. (2014). How do you make a classroom operate like a work of art? Deleuzeguattarian methodologies of research-creation. International Journal of Qualitative Studies in Education.

 

Rotas, N. & Springgay, S. (2013). ‘You Go To My Head’: art, pedagogy and a politics to come. Pedagogies, 8 (3), 278-290.

 

Zaliwska, Z. & Springgay, S. (2015). Diagrams and cuts: A materialist approach to research-creation. Cultural Studies ó Critical Methodologies, 15 (2) 136-144.