Pub Date : 2022-06-23DOI: 10.36510/learnland.v15i1.1072
Michelle Lavoie
This paper draws on a three-year inquiry, in which I lived alongside three trans young adults amid their unfolding lives. I used narrative inquiry, a relational methodology that holds relationship central, to explore asset-building processes within relational learning. This article showcases participants’ use of artworks, stories, and counterstories to understand experiences and engage communities. Additionally, this study highlights how trans young adults transform their identities at the intersections of race, citizenship, ableism, and health. This research demonstrates the complexity of trans: identity formation; intersectional tensions, and creative possibilities; and, performativity of intersectionality and identities across multiple communities’ spaces and places.
{"title":"Trans Young Adults’ Building Communities: Narratives and Counternarratives of Identity and World Making","authors":"Michelle Lavoie","doi":"10.36510/learnland.v15i1.1072","DOIUrl":"https://doi.org/10.36510/learnland.v15i1.1072","url":null,"abstract":"This paper draws on a three-year inquiry, in which I lived alongside three trans young adults amid their unfolding lives. I used narrative inquiry, a relational methodology that holds relationship central, to explore asset-building processes within relational learning. This article showcases participants’ use of artworks, stories, and counterstories to understand experiences and engage communities. Additionally, this study highlights how trans young adults transform their identities at the intersections of race, citizenship, ableism, and health. This research demonstrates the complexity of trans: identity formation; intersectional tensions, and creative possibilities; and, performativity of intersectionality and identities across multiple communities’ spaces and places.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46787337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.36510/learnland.v15i1.1074
Mary Walsh
IIn this interview, actor, writer, and comedian Mary Walsh discusses how comedy is part and parcel of Newfoundland‘s social fabric. She recounts her early days in theatre, which soon led to her forming comedy troupes with performers who would become lifelong collaborators. She outlines the basic skills for becoming a comedian as well as the challenges of being an older woman in comedy. In conclusion, she poignantly connects comedy to the importance of knowing one‘s history: “A bit of comedy helps the truth go down . . . they always say the truth will set you free. It‘ll make you mad first, but it‘ll make you free . . . We found right across the country that people were very open to the message because they got it with a laugh . . .“
{"title":"An Odd Way of Looking at Things","authors":"Mary Walsh","doi":"10.36510/learnland.v15i1.1074","DOIUrl":"https://doi.org/10.36510/learnland.v15i1.1074","url":null,"abstract":"IIn this interview, actor, writer, and comedian Mary Walsh discusses how comedy is part and parcel of Newfoundland‘s social fabric. She recounts her early days in theatre, which soon led to her forming comedy troupes with performers who would become lifelong collaborators. She outlines the basic skills for becoming a comedian as well as the challenges of being an older woman in comedy. In conclusion, she poignantly connects comedy to the importance of knowing one‘s history: “A bit of comedy helps the truth go down . . . they always say the truth will set you free. It‘ll make you mad first, but it‘ll make you free . . . We found right across the country that people were very open to the message because they got it with a laugh . . .“","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43806904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.36510/learnland.v15i1.1063
L. Bulk
Creating climates that embrace justice, equity, diversity, and inclusion, must involve learning by everyone in the community. Although active learning techniques for promoting cognitive learning have received much attention in recent decades, techniques for affective learning are less developed. Affective learning is, however, essential to this particular area of change. Using the example of an innovative workshop about creating more welcoming environments for Disabled people, this article demonstrates how Research-Based Theatre, in combination with other active learning techniques, can promote affective learning and encourages readers to reflect on how they might incorporate creative, arts-based, research-informed approaches.
{"title":"Cocreating Spaces of Belonging: A Campus Workshop Using Research-Based Theatre for Affective Learning","authors":"L. Bulk","doi":"10.36510/learnland.v15i1.1063","DOIUrl":"https://doi.org/10.36510/learnland.v15i1.1063","url":null,"abstract":"Creating climates that embrace justice, equity, diversity, and inclusion, must involve learning by everyone in the community. Although active learning techniques for promoting cognitive learning have received much attention in recent decades, techniques for affective learning are less developed. Affective learning is, however, essential to this particular area of change. Using the example of an innovative workshop about creating more welcoming environments for Disabled people, this article demonstrates how Research-Based Theatre, in combination with other active learning techniques, can promote affective learning and encourages readers to reflect on how they might incorporate creative, arts-based, research-informed approaches.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49449345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.36510/learnland.v15i1.1065
Ruth Churchill Dower
Movement can be a powerful force for sensory connection and expression in young children who sometimes don’t speak. Their kinaesthetic curiosity naturally experiments with—and forms spontaneous relationships through—touching, sensing, and moving-with the world around them. This article wonders what might happen if children’s connective movements are invited through the speculative method of contact improvisation, not as an alternative to speech or way of interpreting meaning, but simply as a space for the transmission of forces, sensations, intimacy, and reciprocity. I consider what these shared forces or sensations of expression are that generate intimacy, joy, and reciprocity beyond words.
{"title":"Contact Improvisation as a Force for Expressive Reciprocity With Young Children Who Don’t Speak","authors":"Ruth Churchill Dower","doi":"10.36510/learnland.v15i1.1065","DOIUrl":"https://doi.org/10.36510/learnland.v15i1.1065","url":null,"abstract":"Movement can be a powerful force for sensory connection and expression in young children who sometimes don’t speak. Their kinaesthetic curiosity naturally experiments with—and forms spontaneous relationships through—touching, sensing, and moving-with the world around them. This article wonders what might happen if children’s connective movements are invited through the speculative method of contact improvisation, not as an alternative to speech or way of interpreting meaning, but simply as a space for the transmission of forces, sensations, intimacy, and reciprocity. I consider what these shared forces or sensations of expression are that generate intimacy, joy, and reciprocity beyond words.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43219450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.36510/learnland.v15i1.1061
Jonathan P. Jones
This paper follows the author’s trajectory as he collaboratively experimented with ethnodrama (theatre scripts generated from interviews, media artifacts, and written media) and devised theatre performance (theatre collaboratively created with a group), culminating in the analysis of a performance with high school students combining elements of these forms. The author defines the forms, illuminates how he engaged with them over time, and how he adapted elements of them for work with his high school students. The author proposes a framework deduced from these experiences as a provocation for future performance projects and as a demonstration of an educator’s reflective practice.
{"title":"“And So We Write”: Reflective Practice in Ethnotheatre and Devised Theatre Projects","authors":"Jonathan P. Jones","doi":"10.36510/learnland.v15i1.1061","DOIUrl":"https://doi.org/10.36510/learnland.v15i1.1061","url":null,"abstract":"This paper follows the author’s trajectory as he collaboratively experimented with ethnodrama (theatre scripts generated from interviews, media artifacts, and written media) and devised theatre performance (theatre collaboratively created with a group), culminating in the analysis of a performance with high school students combining elements of these forms. The author defines the forms, illuminates how he engaged with them over time, and how he adapted elements of them for work with his high school students. The author proposes a framework deduced from these experiences as a provocation for future performance projects and as a demonstration of an educator’s reflective practice.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42607539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.36510/learnland.v15i1.1069
K. Gallagher, N. Cardwell, Munia Debleena Tripathi
Our article explores the impact of the global health pandemic on our five-year, multi-sited, collaborative ethnographic study titled Global Youth (Digital) Citizen-Artists and their Publics: Performing for Socio-Ecological Justice (2019-2024). We illustrate how our arts-led, youth-driven ethnographic ”methodology-in-motion” responded to a destabilized world by planning, listening, and seeing differently across local and global research contexts through virtual fieldwork. By focusing on reciprocity and the relational, we examine how researchers, youth participants, and global collaborators, managed to ”lose” and ”find” each other through creative, artistic encounters.
{"title":"Evoking Losing and Finding Community in Drama: A Methodology-in-Motion for Pandemic Times","authors":"K. Gallagher, N. Cardwell, Munia Debleena Tripathi","doi":"10.36510/learnland.v15i1.1069","DOIUrl":"https://doi.org/10.36510/learnland.v15i1.1069","url":null,"abstract":"Our article explores the impact of the global health pandemic on our five-year, multi-sited, collaborative ethnographic study titled Global Youth (Digital) Citizen-Artists and their Publics: Performing for Socio-Ecological Justice (2019-2024). We illustrate how our arts-led, youth-driven ethnographic ”methodology-in-motion” responded to a destabilized world by planning, listening, and seeing differently across local and global research contexts through virtual fieldwork. By focusing on reciprocity and the relational, we examine how researchers, youth participants, and global collaborators, managed to ”lose” and ”find” each other through creative, artistic encounters.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49325150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.36510/learnland.v15i1.1071
J. Kuhnke, Sandra Jack-Malik
This paper showcases how a reflexive practice, that includes arts-based activities, deepened understandings experienced by a doctoral student of psychology while completing the data analysis section of a metasynthesis. The metasynthesis focused on qualitative studies, examining the mental and spiritual care of persons living with diabetic foot ulcers. Reflecting on the experience, this work argues for spaces where researchers stop and engage in reflexivity, making the work more robust.
{"title":"How the Reflexive Process Was Supported by Arts-Based Activities: A Doctoral Student's Research Journey","authors":"J. Kuhnke, Sandra Jack-Malik","doi":"10.36510/learnland.v15i1.1071","DOIUrl":"https://doi.org/10.36510/learnland.v15i1.1071","url":null,"abstract":"This paper showcases how a reflexive practice, that includes arts-based activities, deepened understandings experienced by a doctoral student of psychology while completing the data analysis section of a metasynthesis. The metasynthesis focused on qualitative studies, examining the mental and spiritual care of persons living with diabetic foot ulcers. Reflecting on the experience, this work argues for spaces where researchers stop and engage in reflexivity, making the work more robust.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45774405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.36510/learnland.v15i1.1073
C. Liao, J. DeVita
Framing through the concept of precarity, we share our arts-based research on the experiences of creating a collaborative performance-making project focused on connecting students from different education levels, to create a film-dance integrated performance to advocate for social justice issues in education. We, as instructors and researchers, embarked on an arts-based research journey creating sketches, poems, videos, and a dance performance to analyze and represent our research findings. Our performance from the performative inquiry shows our understanding of the collaboration project through the same art form we required our students to utilize: film and dance-integrated arts performance.
{"title":"Arts-Based Research in Precarious Pedagogy-Making Experiences","authors":"C. Liao, J. DeVita","doi":"10.36510/learnland.v15i1.1073","DOIUrl":"https://doi.org/10.36510/learnland.v15i1.1073","url":null,"abstract":"Framing through the concept of precarity, we share our arts-based research on the experiences of creating a collaborative performance-making project focused on connecting students from different education levels, to create a film-dance integrated performance to advocate for social justice issues in education. We, as instructors and researchers, embarked on an arts-based research journey creating sketches, poems, videos, and a dance performance to analyze and represent our research findings. Our performance from the performative inquiry shows our understanding of the collaboration project through the same art form we required our students to utilize: film and dance-integrated arts performance.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44272437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.36510/learnland.v15i1.1080
Elizabeth Macdonald, Kristine Murphy
College students have experienced unique life disruptions and losses due to the COVID-19 pandemic. We conducted this study to gain an understanding of how the pandemic has affected the lifestyle of college students. Findings included: major changes in perceived well-being related to living at home with families, balancing online classes and work, stress and boredom related to isolation from peers, and coping strategies, including substance abuse and physical activity. Research and practice implications are related to increasing opportunities and activities to promote a sense of belonging for students, and also for increased accessible student support services on college campuses.
{"title":"“Before COVID This Was Not Normal:” A Photovoice Exploration of College Student Experiences","authors":"Elizabeth Macdonald, Kristine Murphy","doi":"10.36510/learnland.v15i1.1080","DOIUrl":"https://doi.org/10.36510/learnland.v15i1.1080","url":null,"abstract":"College students have experienced unique life disruptions and losses due to the COVID-19 pandemic. We conducted this study to gain an understanding of how the pandemic has affected the lifestyle of college students. Findings included: major changes in perceived well-being related to living at home with families, balancing online classes and work, stress and boredom related to isolation from peers, and coping strategies, including substance abuse and physical activity. Research and practice implications are related to increasing opportunities and activities to promote a sense of belonging for students, and also for increased accessible student support services on college campuses.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47667803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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