Mindy Blaise is Professor of Early Childhood Education in the College of Education, Victoria University, Melbourne. She is a founding member and principal researcher of the Common Worlds Childhood Research Collective (www.commonworlds.net) and the underground and subversive feminist academic collective, Femdemics. She situates her work within postfoundational perspectives to trouble taken-for-granted knowledges that dominate the field of early childhood. She is currently experimenting with feminist materialist practices to reconsider human ontology and to explore what emerges when 21st Century childhoods and the-more-than come together. Recently she has co-edited (with Liz Brooker and Susan Edwards) The Sage Handbook of Play and Learning in Early Childhood and her book, Uncovering gender discourses in an early childhood classroom (Routledge) is based on an ethnography that brings queer theory and gender studies to early childhood education.
Catherine Hamm is a lecturer in the College of Education at Victoria University in Melbourne, Australia. Catherine has a strong commitment to social justice and is interested in exploring the ways in which localized, specific Aboriginal knowledges can inform reconciliation pedagogies in early childhood education. Catherine’s current work involves investigating children’s relations with place, exploring the ways in which children engage with plants and animals that constitute local places in postcolonial Australia. Her most recent publication is Hamm, C. (2015). Walking With Place: Storying Reconciliation Pedagogies in Early Childhood Education. Canadian Children. Vol 40 No. 2 pp 57 to 67. The Canadian Association for Young Children. Catherine.Hamm@vu.edu.au
Dr Andrew Hickey, Ph.D is Senior Lecturer in Communications in the School of Arts and Communications at the University of Southern Queensland and President of the Cultural Studies Association of Australasia. Andrew is a critical ethnographer and has undertaken large-scale research projects exploring community, and the role of place and social harmony with government partners and a number of community organisations. His most recent book, Cities of Signs: Learning the logic of urban spaces (Peter Lang) charts the tensions that surrounded the formation of community identity in a large master-planned and highly marketed urban development. Currently, Andrew is engaged in funded research exploring the role social research plays in local government decision-making, the function of community identities in determining community resilience and the roles young people play in active, resilient communities. Andrew can be contacted at: email@example.com.
Dr. Linda Knight is a senior lecturer in the School of Early Childhood, QUT. Social activism underpins much of Linda's work on pedagogic sites, radical pedagogies, and feminist investigations of the academy. As an educator, Linda works with diverse groups in schools and community contexts; as an artist, Linda creates art as a social practice informed by poststructural, new materialist, and feminist theories to explore affect, movement and power. Linda is interested in the ways that art, philosophy, and theory help establish critical, pedagogic, and methodologic practices (see Yanke and Catal Yst project https://lindaknight1965.wordpress.com). Linda has exhibited in Australia, New Zealand, USA and UK and her work is held in private collections globally. In 2014 Linda received a Vice Chancellor's excellence award for her work with Queensland Performing Arts Centre and "Out Of The Box" children's arts festival, Brisbane.
Louise Phillips PhD - Storyteller and walking enthusiast who follows trails and pathways for the mystery of where they might lead; and the corporeal and relational means of uncovering stories of lived experiences as palimpsests of place. Louise works with relational artists who through walking provoke critical thinking pertaining to civic engagement. Through story, Louise weaves affective understandings of emplaced bodily knowing into research methodology and writings. In collaboration with fellow academics in Aotearoa, Canada, Sweden, Thailand, UK, and the USA, Louise researches possibilities for children’s rights and citizenship, and intergenerational civic engagement.
Kimberly Powell, Ph D, is dual Associate Professor of education in the Department of Curriculum & Instruction and of art education in the School of Visual Arts at The Pennsylvania State University. She is an arts educator, curriculum theorist and qualitative methodologist concerned with art as an interdisciplinary site of study informed through such fields as performance studies, cultural studies and educational anthropology. Writing largely from an ethnographic perspective, she focuses primarily on the following issues: 1) artistic practice and performance as critical aspects of and for social change and identity; 2) a comprehensive view of education that recognizes multiple places of learning, curriculum and pedagogy; and 3) the body and the senses as critical modes of mediation, communication and production of human experience and knowledge. These avenues of research have contributed to her interest and expertise in arts-based research, an approach informed by the aesthetic properties and modes of experience that the arts engender. She has published widely in academic journals and is the co-editor with Pam Burnhard and Elizabeth MacKinley on the forthcoming book, The Routledge International Handbook of Intercultural Arts.
David Ben Shannon is an award-nominated composer and sound designer for theatre, film and media. He is a music graduate of the Liverpool Institute for Performing Arts and works from his studio in central London on music projects as well as an Assistant Head Teacher in North London. David is interested in research-creation, post-qualitative research, and more-than-representational practices in educational research. He is currently a PhD Student at Manchester Metropolitan University's Education and Social Research Institute, working in collaboration with the BioSocial Lab.
Stephanie Springgay is an Associate Professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education, University of Toronto. Her research focuses on the intersections between contemporary art and pedagogy, with a particular interest in theories of matter, movement and affect. Her most recent research-creation projects are documented at www.thepedagogicalimpulse.com, www.walkinglab.org and www.artistsoupkitchen.com. She has published widely in academic journals and is the co-editor of the book M/othering a Bodied Curriculum: Emplacement, Desire, Affect University of Toronto Press, with Debra Freedman; co-editor of Curriculum and the Cultural Body, Peter Lang with Debra Freedman; and author of Body Knowledge and Curriculum: Pedagogies of Touch in Youth and Visual Culture, Peter Lang.
Anise Truman is an undergraduate student at McMaster University studying sociology, gender, and education. Anise's background as a varsity rower and her long term love of movement-on-water queers her understanding of pain thresholds, currents, and directionality. She is interested in the viscosity and friction of movement on water and how it translates into movement on land.
Sarah E. Truman is a SSHRC Postdoctoral Fellow at Manchester Metropolitan University’s Education and Social Research Institute. Her research focuses on speculative fiction, emergent literacies, and research-creation methodologies. Sarah’s research is informed by the feminist new materialisms with a particular interest in theories of affect, queer theory, and speculative pragmatism. She is the author of Searching for Guan Yin (White Pine, 2011); co-editor of Pedagogical Matters: New Materialism and Curriculum Studies (Peter Lang, 2016); and co-author of the book Walking Methodologies in More-than-Human World: Walkinglab (Routledge, 2018), with Stephanie Springgay. Sarah is a founding member of Hamilton Perambulatory Unit.
Zofia Zaliwska is a PhD Candidate in the Curriculum Studies and Teacher Development program at the Ontario Institute for Studies in Education. Having completed graduate work both in Art History and the Philosophy of Education, her current arts-based research practices explore experimental methods and an ethics of agency within qualitative research methodologies.
Her growing body of work can accessed at zofiazaliwska.com.