 | Stephanie Springgay Associate Professor email: stephanie.springgay@utoronto.ca website: http://stephaniespringgay.com Department: Curriculum, Teaching and Learning | |
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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.
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