Our education list focuses on education policy and politics and the inequalities that are both built into education systems and perpetuated by them. It speaks to the UN Sustainable Development Goal 4: Quality Education.
Our titles, including Arun Verma’s Anti-Racism in Higher Education, address the challenges in education, including those around technology and the digital divide. The list offers students and researchers internationally sourced evidence-based solutions that challenge traditional neoliberal approaches to learning.
This gives a flavour for the questions you might ask in collaborative interdisciplinary work with young people. It provides an account of a real-life experience of doing collaborative questioning in practice.
This book invites the reader to think about collaborative research differently. Using the concepts of ‘letting go’ (the recognition that research is always in a state of becoming) and ‘poetics’ (using an approach that might interrupt and remake the conventions of research), it envisions collaborative research as a space where relationships are forged with the use of arts-based and multimodal ways of seeing, inquiring, and representing ideas.
The book’s chapters are interwoven with ‘Interludes’ which provide alternative forms to think with and another vantage point from which to regard phenomena, pose a question, and seek insights or openings for further inquiry, rather than answers. Altogether, the book celebrates collaboration in complex, exploratory, literary and artistic ways within university and community research.
An interaction with some demons. They invite us into a story of vulnerability.
In our project, ethnographic methods of participant observation and interviews were infused with arts-based methods of creating artefacts – collaging, impromptu video making, shared text-making, photography; these practices, as they become normalized within our research ethos, served as ‘weirs’ and interrupted the flow of received meanings that are embedded often in the labels ascribed to young people by the systems of schooling and justice. Embodiment is a word that tries to capture what is left of a project. This chapter, even with the inclusion of words, images and a cacophony of form, still offers only a partial glimpse of the affective traces that took root in the circle within us and the one that we draw around us, together.
Enchantment is an important part of research in the everyday. The experience of locating magic and wonder in the everyday language use of participants constituted a kind of moral intervention – the production of an affective orientation that reinforced our commitment to the well-being and progress of the participants in the project.
This piece is an encounter with a school which went wrong, but something was retrieved. It shows how it is important to factor potential failure into collaborative research. It is also about what happens when a team of artists go into a school and work together.
This chapter explores the potential of the form, hypertext, to be applied to collaborative interdisciplinary projects. It explores the potential for that form to let in diverse voices and encourage co-writing and collaboration.
In this chapter, we introduce some of the reasons that drove us to compose this book in the first place. The book is written to challenge a singular view of the university and to move towards more collaborative modes of enquiry.
In this interlude I describe an event that occurred on a research project, and then reflect on the values and processes involved in ‘working on’ this event to turn it into a piece of potential academic research writing. This illuminated the process of doing collaborative research.
A poetic piece on the materiality of believing.
