Calls for Submission by Sean Wiebe
Resonance: Poetic Inquiries of Reflection and Renewal
In celebration of the 4th International Symposium on Poetic Inquiry, we invite submissions of poe... more In celebration of the 4th International Symposium on Poetic Inquiry, we invite submissions of poetry and full chapters for inclusion in an edited book Resonance: Poetic inquiries of reflection and renewal (publisher to be determined). Poetry and chapters may come from presentations given at the symposium held in Montreal from October 23-26, 2013. Submissions from authors who did not attend the symposium are also welcome. All submissions must be previously unpublished.
Submissions should be in a Word document and not exceed 3000 words, including title and references. We anticipate a large response to this call, so please adhere strictly to the word count. Visuals may be included, but will only appear in black and white. Please use Publication Manual of the American Psychological Association (Sixth Edition) when referencing.
Submissions for “Resonance: Poetic inquiries of reflection and renewal” should be sent in one e-mail to all of the editors before February 15, 2014. Once all submissions are received, a timeline will be developed for the next stages of the process.
Lynn Butler-Kisber
[email protected]
John J. Guiney Yallop
[email protected]
Mary Stewart
[email protected]
Sean Wiebe
[email protected]
Papers by Sean Wiebe
Journal of Higher Education Policy And Leadership Studies
Sense Publishers, 2017
I tral. solutions of its. sulphate, nitrate, and acet. ate in the me same screw as shown III the ... more I tral. solutions of its. sulphate, nitrate, and acet. ate in the me same screw as shown III the 10ngltu(iInal sectIon. The I llltrates, except a Iree alkah IS present. talhc state with a zInc-gray color. The quantIty of the acid shaft carries on one side the small exciting coil, and on Concentrated sulphuric acid is decomposed with separaliberated in the solutIOn of the sulphate may rise to one and the other the induction coil. The bearings are wide, and i tion of sulphur, but the dilute acid is not, nor is the acid dea half to two per cent. before the precipitation of the cad in the larger machines a system of automatic lubrication is I composed during the electrolysis of the aqueous solutions of mium is hindered. It is also completely deposited from so emplDyed. I its saIts. lutions which have been mixed with an excess of ammonia An arm carryin� a wire brush, shown in the section, Fig. Sulphurous acid in aqueous solution is resolved into sul-or ammonic acetate. 1, serves to place In communication the coils of the moving' phur and sulphureted hydrogen; in its salts it is gradually If all the above-named metals of group 5 are present electro-magnets with the exciting circuit. The current is converted into sulphuric acid. The hyposulphites gran. ually together in a solution containing free nitric acid, mercury collected and transmitted by small brushes of silvered cop-pass into the corresponding sulphates, with separation of and silver are thrown down first, and copper and bismuth per wire. The brushes are moved by means of a small end-sulphur. not until the greater proportion of the two former metals lesA screw. For regulatin � the power of the machine a cop-The alkaline sulphides are decomposed with or without has been precipitated. per wire, the length of whICh can he varied at will, is intro• liberation of sulphur according to the proportion which they Of the metals of group 4, zinc, nickel, and cobalt are duced between the excitor and the electro-magnets. The eontain, and a sulphate is simultaneously formen.. imperfectly precipitated from the solutions of their neutral method of coiling the wire differs slightly from that adopted In the solutions of the alkaline sulphites and hYPosul-1 sulphates, but manganese and uranium are not thrown down in the oth er machines, as instead of winding one wire two phites there is a transitory formation of polythionates along at all in a metallic form. If. however, such solutions are are coiled, in order to obtain by this mode of coupling ten-with the production of sulphides. mixed with a solution of an alkaline acetate, tartrate, or Clt sion currents for small' lights, or quantity currents for large Phosphoric arid is not decomposed bv the current, whether rate, zinc, nickel, and cobalt are completely precipitated, ones. Two types of this machine arc now manufactured. in dilute solution or in the dilute solutions of its salts. and uranium to a small extent. The metallic zinc deposited The smaller weighs 616 lb., and supplies 12 candles of from Uarhonic acid is very incompletely liberated at the + pole from such solutions has a gray color, and usually a metallic 20 to 30 Carcel burners, or 8 candles of from 40 to 50 from the solUlions of the hi<'Rrbonates. luster, and is readily soluble in acids and alkalies. Nickel
To find new ways around thinking about tenure track, we propose seven movements as a means to thi... more To find new ways around thinking about tenure track, we propose seven movements as a means to think beyond the limitations of binary, conceptual frameworks. A living inquiry in place, language, time, and self/other is the lens through which we experience the complexities and complicities of tenure ambitions; we point out the difficulties of a track which defines what matters, what is possible, and even what exists. Also. in the poetic and performative process of co-constructing text, we attend closely to the contexts and strategic relationships for performative knowing and exploring.
in education, 2014
An Editorial by the Guest Editors for a special issue of in education on the practices of poetic ... more An Editorial by the Guest Editors for a special issue of in education on the practices of poetic inquiry.
At the Intersection of Selves and Subject, 2017
Much public dialogue around pedagogy is now propelled by a dwindling number of best practices, a ... more Much public dialogue around pedagogy is now propelled by a dwindling number of best practices, a kind of corporate gate-keeping which insures an ongoing instrumental quality to classroom teaching. By contrast, and to contest such educational tsuris, our voices offer a poetics of understanding one's own pedagogies, and those of others, through a multiplicity and complexity of ways of being in the world. By shifting attention to the multiplicity, we have come in differing and always complicated ways to our readings and subsequent conversations of Anne Sexton’s pedagogy, which Paulio Salvio (2007) represents favorably as having potential for questioning the strictures we as teachers hold about keeping our personal lives outside the door of the classroom. Our reflections have become more vulnerable, more fluid, teasing out the tensions of what we have lived everyday as teachers and how we have woven the everyday into our practice. By becoming publicly aware of how much our personal ...
Canadian Journal of Education, 2016
Dear Carl, Pamela, Natalie, Sandra, and Kimberly, Would you like to come out and play? John, Lynn... more Dear Carl, Pamela, Natalie, Sandra, and Kimberly, Would you like to come out and play? John, Lynn, Celeste, and I are knocking at your door. We wonder if you might be interested in joining us in a poetic inquiry? The call from CJE asks for papers that address play, playfulness, and childhood. Poetically yours, John, Lynn, Celeste, and Sean P.S. Can’t, too busy, don’t have time? Ready or not, here we come.
Theorizing Curriculum Studies, Teacher Education, and Research through Duoethnographic Pedagogy, 2016
In this chapter we discuss how we have incorporated duoethnographies in our teaching to assist ou... more In this chapter we discuss how we have incorporated duoethnographies in our teaching to assist our students in an examination of their teaching beliefs and practices. We explore both the teaching of education courses and duoethnography as a methodology as we simultaneously introduce both, adapting lessons to the various types of student who we have encountered. Reflexivity, openness to uncertainty, vulnerability, diversity, placeholders, points of view, and assessment criteria are some of the emergent themes.
In N. Ng-A-Fook, G. Reis, &amp; A. Ibrahim [Eds], Provoking curriculum studies: Strong poetry... more In N. Ng-A-Fook, G. Reis, &amp; A. Ibrahim [Eds], Provoking curriculum studies: Strong poetry and the arts of the possible in Education, (pp. 55-66), New York, NY: Routledge.
Teaching and Learning, 2017
There is an inherent mismatch between the prevailing individualistic narrative implicit within th... more There is an inherent mismatch between the prevailing individualistic narrative implicit within the 20th century education gospel of higher skills equals better jobs equals a better economy, and the realities of the emerging knowledge based creative economy where precarious, part-time labour persists and outsourcing of employment globally is compounded. Before broad implementation of innovative approaches within classrooms can be realized, underlying ideologies that have shaped and continue to shape education systems and policy must be surfaced and challenged, taking seriously the shifting employment landscape and social context in the enigmatic digital era.
Art/Research International: A Transdisciplinary Journal, 2016
With the intention of disrupting and re-imagining traditional conference spaces, this article is ... more With the intention of disrupting and re-imagining traditional conference spaces, this article is a poetic compilation developed from a Curriculum Studies conference symposium that took place on a school bus. During the School Bus Symposium, in situ poetry writing and reading, song and storytelling occurred in response to open ended prompts and facilitation of creative activities. After the symposium, a call was issued to invite participants to submit any poetry or stories produced during, or inspired by the session. Consisting of 18 submissions including poetry, story, photography and creative essays, infused by curriculum theory and poetic inquiry, this collection offers an inclusive, reflective, participatory, and experiential rendering where participants are living and journeying poetically. Emphasizing creative engagement with personal memories, the authors collectively aimed to promote art education through imaginative approaches to curriculum studies, poetic inquiry and academ...
This article discusses social innovation in education informed by arts-based and Indi
First Stanza: We can't write that holding the controller we feel most worthy pushing buttons ... more First Stanza: We can't write that holding the controller we feel most worthy pushing buttons on the projection of ourselves
In this chapter, written in three parts, we present two separate journeys that detail the use of ... more In this chapter, written in three parts, we present two separate journeys that detail the use of poetic inquiry in the conducting of research. We describe the processes and the products, and we offer possibilities for how others might conduct this form of inquiry. Poetic inquiry has many forms (Prendergast, 2009), but essentially it is about the using of poetry to investigate and come to deeper understandings of the topic or subject of our research (Educational Insights 13(3); Guiney Yallop, 2008; Prendergast, Leggo, & Sameshima, 2009; Wiebe, 2008).
Creative Education
In dialogical theories of the self, presence is understood as socially constructed as each ‘I’ po... more In dialogical theories of the self, presence is understood as socially constructed as each ‘I’ position within the self comes to voice the multiple and socially influenced selves that are always in relation. In this poetic inquiry, the poems stage a dialogue within the self where each speaker voices a different ‘I’ position. Framing the dialogue within Anderson’s (1835) The Princess and Pea, I’ve written into the text “a poet” who is positioned as the princess in relation to the other interlocutors. The resulting interplay of the original and my adaptation follows the features of Menippean dialogue in that the interlocutors converse in an unusual world where one of them has a crisis which needs resolution. How authorial presence emerges in relation to the poetic dialogue is a central feature of the artfulness of the inquiry and its application to education. Throughout the paper, I employ Lacanian theory to explore ways a dialogical understanding of the self can offer a different kin...
Work intensification is a problem for the teaching profession. Even with increased preparation ti... more Work intensification is a problem for the teaching profession. Even with increased preparation time for teachers, the work intensification burden remains. As multiple studies have reported, today it is as difficult as ever for teachers to perform their primary pedagogical role. While casting teachers as mere technicians implementing provincial (or state) mandated outcomes reduces planning responsibilities, in this chapter we demonstrate how such a production model devalues the profession, teachers themselves as human beings, and ultimately, the very critical pedagogy teachers might be able to enact if work intensification difficulties were addressed differently. Framed in the lived experience of curriculum inquiry, we propose that teachers in complicated conversation with each other might regain the profession that is theirs, and in so doing restore their primary pedagogical role of social reconstruction through self-mobilization.
In this chapter I argue that to practice poetry, or to live poetically, is an artmaking process w... more In this chapter I argue that to practice poetry, or to live poetically, is an artmaking process where the self has an aesthetic/empathetic sense of being in the world. I utilize Lacanian theory to explain how artmaking processes of aesthetics/empathy (1) resist the long-standing traditions of modernist education, and (2) create worlds of desire where desire is not hidden or disciplined in a social form. Tightly coupled, perhaps even functioning as a singular concept, aesthetic and empathetic artmaking processes can create distortions and disruptions to overly familiarized aesthetic norms, not only for personal meaning, but for relating to others who share those same experiences as human beings. Rather than call for more artmaking in education, I contend that an aesthetic/empathetic orientation to pedagogy might be so different from current, modernistic educational practices that it would be more publically valuable and viable for young people to participate in something other than e...
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Calls for Submission by Sean Wiebe
2018 Call for Submissions
Where: Regina, May 26th to 30, 2018
Deadline: October 1st, 2017
Paul Zanazanian and I (CACS co-presidents) invite you to submit a proposal for the CSSE conference in Regina.
https://csse-scee.ca/conference-2018/
Submissions should be in a Word document and not exceed 3000 words, including title and references. We anticipate a large response to this call, so please adhere strictly to the word count. Visuals may be included, but will only appear in black and white. Please use Publication Manual of the American Psychological Association (Sixth Edition) when referencing.
Submissions for “Resonance: Poetic inquiries of reflection and renewal” should be sent in one e-mail to all of the editors before February 15, 2014. Once all submissions are received, a timeline will be developed for the next stages of the process.
Lynn Butler-Kisber
[email protected]
John J. Guiney Yallop
[email protected]
Mary Stewart
[email protected]
Sean Wiebe
[email protected]
Papers by Sean Wiebe
2018 Call for Submissions
Where: Regina, May 26th to 30, 2018
Deadline: October 1st, 2017
Paul Zanazanian and I (CACS co-presidents) invite you to submit a proposal for the CSSE conference in Regina.
https://csse-scee.ca/conference-2018/
Submissions should be in a Word document and not exceed 3000 words, including title and references. We anticipate a large response to this call, so please adhere strictly to the word count. Visuals may be included, but will only appear in black and white. Please use Publication Manual of the American Psychological Association (Sixth Edition) when referencing.
Submissions for “Resonance: Poetic inquiries of reflection and renewal” should be sent in one e-mail to all of the editors before February 15, 2014. Once all submissions are received, a timeline will be developed for the next stages of the process.
Lynn Butler-Kisber
[email protected]
John J. Guiney Yallop
[email protected]
Mary Stewart
[email protected]
Sean Wiebe
[email protected]
This book can be read from beginning to end or by reading non-sequentially among the contributions. The editors of this collection have brought together a diverse array of authors who use poetry as research, and who explore many ways in which poetry can bring the reader into deeper understandings of experiences or issues.
Drs. Lynn Butler-Kisber, John J. Guiney Yallop, Mary Stewart, and Sean Wiebe are Canadian education scholars who employ poetic inquiry in their work. Since the inception of the International Symposium on Poetic Inquiry in 2007, they have been an integral part of the international poetic inquiry community. Each has a keen interest and commitment to education and the arts, social science research, and literacy learning.
Most of us know ways to strengthen and sustain self, soul, heart, identity, and how these key touchstones also strengthen teaching. This book recognizes that who we are, where we are, and why, is as much a social process as a personal one. Attending to life purpose is a way of attending to teaching. Chapters in this text are insightfully forthright, challenging us to undertake the rigourous work of discovering who we are as human beings and how this impacts who we are with our students. Canadian curriculum scholar Cynthia Chambers asks us to listen for what keeps us awake at night, and with Ways of Being in Teaching we bring what we have heard into the daylight, into the conversation.
“This collection of reflections and conversations does more than provide provocative reading for the reflective teacher. It invites practitioners to find their own place at the table of sharing and to welcome the stories that will certainly come as a result of engaging with this community of life writers.” – Carmen Schlamb, Professor, Seneca College
This collection is one of two poets, whose work intersects not only thematically, but particularly in how Wiebe and Snowber continue to find the holy in the ordinary, and wonder in the sensate world. One poem has fed the other, and as each was written separately we invite you to see them as a place for dialogue. Dialoguing with self, other, and the soil beneath the words, which gives breath and life to language itself.
As both poets and educators Snowber and Wiebe find the immersion in present life as the catalyst for the deepest lessons, and the writing of poetry becomes a place of unfolding to what it means to be human and sustain nourishment on the planet. We invite you as a reader to travel along your own wondrous journey and be in dialogue with us.
Innovation requires new thinking about literacies, and simply replacing the current literacies with digital approaches is not sufficient. Models of conventional writing, publishing, and feedback are shifting, the structures of classrooms are changing, the writing process is evolving, and new digital media are impacting the way many Canadian citizens live, learn, and write. These changes not only affect education, but our society and economy at large.
The day was bony and hot
and I had thought why not share
a little of the pleasure of living here.
Everything in the world made sense
so I came outside smiling
with some ice-cold lemonade
With a kind of innocent buoyancy
I look out at the yachts on English Bay
and try to see myself, arms linked with you
the energy of the sun warm on our skin."