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"Linds, Warren"
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Global Child
Armed conflicts continue to wreak havoc on children and families around the world with profound effects. In 2017, 420 million children—nearly one in five—were living in conflict-affected areas, an increase in 30 million from the previous year. The recent surge in war-induced migration, referred to as a \"global refugee crisis\" has made migration a highly politicized issue, with refugee populations and host countries facing unique challenges. We know from research related to asylum seeking families that it is vital to think about children and families in relation to what it means to stay together, what it means for parents to be separated from their children, and the kinds of everyday tensions that emerge in living in dangerous, insecure, and precarious circumstances. In Global Child, the authors draw on what they have learned through their collaborative undertakings, and highlight the unique features of participatory, arts-based, and socio-ecological approaches to studying war-affected children and families, demonstrating the collective strength as well as the limitations and ethical implications of such research. Building on work across the Global South and the Global North, this book aims to deepen an understanding of their tri-pillared approach, and the potential of this methodology for contributing to improved practices in working with war-affected children and their families.
eBook
Playing in a House of Mirrors
Play Analysis: A Casebook on Modern Western Drama is a combined play-analysis textbook and course companion that contains twelve essays on major dramas from the modern European and American theaters: among them, Ghosts, The Ghost Sonata, The Doctor's Dilemma, A Man's a Man, The Homecoming, The Hairy Ape, The Front Page, Of Mice and Men, Our Town, The Glass Menagerie, and Death of a Salesman. Supplementing these essays are a Step-by-Step Approach to Play Analysis, a Glossary of Dramatic Terms, Study Guides, Topics for Writing and Discussion, and bibliographies.
eBook
Collective Imagining: Collaborative Story Telling through Image Theater
This article is a dialogue between two practitioners of Image theater--a technique which involves using the body to share stories. Working in Quebec and Scotland, we discuss the potential ways such a form of performative inquiry (FELS, 1998) can, through an online medium, be documented and disseminated in ways that are coherent with, and build on, the principles of interactive theater. Our hope is that such an exploration will enable the participants in the work, ourselves, and our readers as performative social science researchers, so that we may engage as spect-actors (BOAL, 1979) with the material and build communities of practice through reflection on action (praxis). ?A key aspect we consider is ways in which physical dialogue through the body evolves--first as a method of enacting the world, where collective meaning emerges and secondly, as a concept that uses symbolic/metaphoric aesthetic language through what one colleague calls \"body-storming\" (like \"brain-storming,\" but with the emotional and sensory body as a source and language of expression). URN: urn:nbn:de:0114-fqs0802568
Journal Article
DANCING TOGETHER: A CONVERSATION ABOUT YOUTH AND ADULT RELATIONAL AUTHORITY IN THE CONTEXT OF EDUCATION
Some ideas about authority in educational settings assume that authority is something that teachers possess and students don’t. Like others, the authors of this article conceive authority as shared. Shared authority occurs when the teacher recognizes students’ history and uses her or his authority to bring students’ knowledge, and thus their authority of knowing, to the learning. In this way, authority emerges in dialogical relationships between teachers and students. As three university educators in different contexts, we teach adults who will work with youth. Through dialogue and reflection of our attempts to implement the philosophies and practices that promote more meaningful interactions between adults and youth, we have come to recognize that each of us use authority differently at different times depending on the context. So we now use the term situational authority to describe how we seek to share authority. We invite those who work with youth to join us in these conversations and reflections as we investigate the sharing of authority within youth-adult interactions. We believe situational authority can transform power relations between adults and youth, while encouraging the emergence of new emancipatory relationships within, and amongst, youth. Together we explore ways in which situational authority invites, and supports, emancipatory practice.
Journal Article
INTRODUCTION TO THE SPECIAL ISSUE ON TRANSFORMING PRACTICES: EMANCIPATORY APPROACHES TO YOUTH ENGAGEMENT
Acknowledgements: The authors would like to thank the Social Sciences and Humanities Research Council of Canada, the Centre for Human Relations and Community Studies, the Department of Applied Human Sciences, and the Faculty of Arts and Sciences, Concordia University for their support. We also wish to express our appreciation to Peggy Herring, our copy editor for the special issue.
Journal Article
Willing to Learn More
This article emerges from the assumption that, as transformative learners, practitioners can use storytelling to work through challenging experiences. We used the 6-Part-Story Method (6PSM) to aid in the context of reflective and reflexive practice. We explore one student’s experience in a master’s-level course that introduces, through experiential learning, process consulting to students. By using storytelling to explore her work with a client, the practitioner shares how the particular method enabled her to look at her own practice. We outline how the 6PSM as a structured storytelling process enables student consultants to reflexively understand the clients they work with and enable them to gain greater professional and personal self-development.
Journal Article
Opening Spaces of Possibility: The Enactive as a Qualitative Research Approach
In this jointly written article, reflexivity and subjectivity in qualitative research are addressed through an enactive view/approach incorporating embodied knowing. Inspired by MERLEAU-PONTY's (1962) concepts of embodied action, this approach implies that knowing emerges collectively through engagement in shared action. Embodied action brings forth an awareness of inquiry which is not attached to any one event or concept but is, rather, an un-grounding, as knowing is shaped by our actions with/in the world. Groundlessness is an exciting \"space\" where possibility arises for how we think about knowledge, cognition, and experience. If knowledge and learning are not located in a body, but in the shifting movement of experiencing, new possibilities emerge for how researchers perceive, interpret, research, and interact within the world. We cannot imagine ourselves just \"operating in\" research settings, and then leaving the cultures of which we are part. Nor can we ignore the ethics of research, since research is also the site of an ongoing ethical event implicating all those involved. Research informed by and respectful of complex worlds are instances of complicity where our research unfolds with/in communities-in-the-making. Opportunities for shared, relational, and embodied interpretation practices open as we share our research in situated contexts--the outdoors, within drama workshops, and in second language learning environments. URN: urn:nbn:de:0114-fqs0203145
Journal Article
Forumspil: Transforming Minds and Hearts within Group Processes
This article will introduce teachers of facilitators and group work to an application and further development of the Forumspil workshop method which, inspired by Augusto Boal's methods of Image and Forum Theatre, was created in Sweden. Two professors, one in Denmark, and one in Canada have used the Forumspil workshop method in classes in human relations programs to deal with group learning and facilitation. This article describes how they have applied it in working with students in order to develop awareness both of group process and the role of the facilitator in fostering group work. The authors describe how each has added to the original forms in these two different courses where the students involved are being educated for socially oriented professions. It is the authors' hope that readers can learn from their praxis and adapt it to their own context. [PUBLICATION ABSTRACT]
Journal Article