Articles

*Be sure to check back as this page will be continuously updated with scholarship.

Mary Rice

Rice, M. & Dallacqua, A. (2022). The Mothering/Scholaring Self: Entangled digital representations in pandemic times. Learning, Media, and Technology, 47(3), 373-385. https://doi.org/10.1080/17439884.2022.208462

  • Keywords: women professors, working during the pandemic, working from home, literacy as digital representation

Rice, M., & Ortiz, K. (2022). Reframing parental involvement in online learning as shared work. Journal of Research in Technology Education. https://doi.org/10.1080/15391523.2022.2030269

  • Keywords: families in online learning, students with disabilities learning online, online special education, parent involvement in online learning

  • Video link: https://youtu.be/866q_XXMCiY

Rice, M. (2021). Reconceptualizing teacher professional learning about technology integration as intra-active entanglements. Professional Development in Education, 47(3), 524-537. https://doi.org//10.1080/19415257.2021.1891953 

Kathryn Riley

Riley, K. & Proctor, L. (2022). The senses/sensing relationship in physical literacy: Generating a worldly (re)enchantment for physical education. Journal of Sport, Education and Society. https://doi.org/10.1080/13573322.2022.2071860

  • Keywords: physical education, physical literacy, aesthetics, response-ability, Margaret Whitehead, Alfred North Whitehead

Riley, K. & Proctor, L. (2021). A physical education/environmental education nexus: Transdisciplinary approaches to curriculum for a ‘Sense of belonging’. Australian Journal of Environmental Education. 1–12. doi: 10.1017/aee.2021.29

  • Keywords: new materialism, physical education/environmental education nexus, postqualitative research, rhizomatic assemblages of relations, sense of belonging, transdisciplinary approaches to curriculum

Riley, K. & White, P. (2019). ‘Attuning-with’, affect, and assemblages of relations in a transdisciplinary environmental education. Australian Journal of Environmental Education, 1(11).doi: 10.1017/aee.2019.30

  • Keywords: attuning-with, affect, assemblage, transdisciplinary environmental education, Anthropocene

Eva Neely

Neely, E., Pettie, M., & Henderson, E. (2023). Beyond voice: An onto-epistemological analysis of maternal transition inquiry. Feminism and Psychology. https://doi.org/10.1177/09593535231196654

  •  Keywords: feminist new materialism, maternal transition, motherhood, posthuman, postqualitative inquiry

Neely, E., LaMarre, A., McKibben, L., Sharp, K., & Simons, S. (2023). Knowing-being-doing with digital stories: affective and collective potentialities in the higher education classroom. Pedagogy, Culture and Society, 1–19. https://doi.org/10.1080/14681366.2023.2249905

  •  Keywords: affective pedagogies digital stories, assessment, assemblages, creative

Neely, E. (2023). Theorising mother-baby-assemblages: The vital emergence of maternal health. Social Science & Medicine. https://doi.org/10.1016/j.socscimed.2022.115601

  •  Keywords: maternal transition, assemblage, new materialism, non-human, affect, embodiment 

Thomas Albright

Albright, T. (2023). Youth participatory action research: Schooling, learning, and entangled lines of flight. Educational Action Research. doi.org/10.1080/09650792.2023.2197610

  • Keywords: YPAR, out-of-school, secondary education, posthumanism

Albright, T. (2022). Youth participatory action research in school: A posthumanist account of participation and mattering. Cultural and Pedagogical Inquiry, 14(1), 88-100. 

  • Keywords: YPAR, high school, posthumanism, intra-action, thing-power

Bretton A. Varga

Varga, B. A., & Adams, E. C. (2023). Theorizing mimesis across social studies contexts of mimicry, imitation, and simulation. Theory & Research in Social Education. Advanced online publication. https://doi.org/10.1080/00933104.2023.2258087

  • Keywords: posthuman mimesis, simulations, copying-pedagogies

Varga, B. A., & Shear, S. B. (2022). (Re)configurations and emplotments of more-than-witness(es/ing) in the an(thropo/glo)cene. Journal of Curriculum and Pedagogy. Advance online publication. https://www.tandfonline.com/doi/full/10.1080/15505170.2022.2107585

  • Keywords: more-than-witnessing, critical posthumanisms, connectivity ontologies

Varga, B. A. (2022). Posthuman figurations and hauntological graspings of historical consciousness/thinking through (re)photography. International Journal of Qualitative Studies in Education. Advance online publication. https://www.tandfonline.com/doi/full/10.1080/09518398.2022.2098402

  • Keywords: hauntology, (re)photography, pastpresentfuture, spacetimemattering

Varga, B. A., & Adams, E. C. (2022). D032 n07 c0mpu73: Exploring (post)human bodies and worlds with/in droidial(ity) and narrative contexts. Journal of Childhood Studies, 47(1), 70-87.

  • Keywords: posthumanism, droids, speculative literacies, thinking with theory

Saralyn McKinnon-Crowley

McKinnon-Crowley, S. (2022) How to Win Dissertation Arguments and Influence Readers: Reflections on Conducting Focused Ethnographic Research Online. The Qualitative Report, 27(6), 1522–1533. https://doi.org/10.46743/2160-3715/2022.5094

Keywords: focused ethnography, financial aid, online research

Epstein, E, & McKinnon-Crowley, S. (2020). (D)riven by Neoliberalism: Exploring Alternative Purposes for Higher Education. Texas Education Review, 8(2), 6–17. http://dx.doi.org/10.26153/tsw/9206

  • Keywords: higher education, educational purpose, credentialing, education policy

Burmicky, J., McKinnon-Crowley, S., Bukoski, B., & Black, V. (2022). Mamapreneurialism: Creating More Inclusive Institutions Through the Lens of Working Mothers’ Experiences in Student Affairs. Journal of College Student Development, 63(1), 1–15. https://doi.org/10.1353/csd.2022.0003

  • Keywords: neoliberalism, working mothers, higher education, student affairs

Voyles, A., McKinnon-Crowley, S., & Bukoski, B. (2019). Absolution and participation in privilege: The false fronts of men student affairs professionals. Philosophy and Theory in Higher Education, 1(2), 95–122. https://doi.org/10.3726/ptihe.2019.02.05

  • Keywords: gender, performativity, thinking with theory, Foucault, student affairs

Kathryn J. Strom

Kayumova, S., & Strom, K. J. (2023). Ontology, Epistemology, and Critical Theory in STEM Education. In Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1508

Keywords: onto-epistemology, STEM education, K-12 education, critical complexity perspectives

Strom, K., & Mills, T. (2022). Enacting Posthuman Ethics to Do Academia Differently: Toward an Affirmative Peer Reviewing Practice. Cultural and Pedagogical Inquiry, 14(1), 9-22. https://doi.org/10.18733/cpi29645

  • Keywords: critical posthumanism, posthuman inquiry, peer review, higher education, affect

Strom, K. J., & Martin, A. D. (2022). Toward a critical posthuman understanding of teacher development and practice: A multi-case study of beginning teachers. Teaching and teacher education, 114, 103688. https://doi.org/10.1016/j.tate.2022.103688

  • Keywords: teacher education, critical posthumanism, science education, teacher learning, teaching practice

Strom, K., & Mills, T. (2022). Enacting affirmative ethics through autotheory: sense-making with affect during COVID-19. International Journal of Qualitative Studies in Education, 1-16. https://doi.org/10.1080/09518398.2022.2127024

  • Keywords: affect, critical posthumanism, posthuman inquiry, autotheory, affirmative ethics

“How else can one write but of those things one doesn’t know, or knows badly? It is precisely there that we imagine having something to say.”

— Gilles Deleuze, Difference and Repetition