Springgay, S. & Truman, S. E. (2018). Walking Methodologies in a more-than-human World: WalkingLab. London, UK: Routledge.
Peer-Reviewed Articles and Chapters on Walking Research-Creation:
Springgay, S, & Truman, S. E. (2018). Research-Creation walking methodologies and an unsettling of time. International Review of Qualitative Research.
Springgay, S, & Truman, S. E. (2017). A Transmaterial Approach to Walking Methodologies: Embodiment, Affect, and a Sonic Art Performance Body & Society. (Download PDF)
Springgay, S, & Truman, S. E. (2017). On the Need for Methods Beyond Proceduralism: Speculative Middles, (In)Tensions, and Response-Ability in Research. Qualitative Inquiry. (Download PDF)
Springgay, S, & Truman, S. E. (2016). Stone Walks: Inhuman animacies and queer archives of feeling. Discourse: Studies in the Cultural Politics of Education. (Download PDF)
Truman, S. E. & Springgay, S. (2016). Propositions for walking research. In Powell, K., Bernard, P. & L. Mackinley (Eds). International Handbook for Intercultural Arts (pp. 259-267). New York, NY: Routledge.
Peer-Reviewed Journal Articles, Books, and Chapters on Research-Creation
Rotas, N. & Springgay, S. (2014). How do you make a classroom operate like a work of art?
Deleuzeguattarian methodologies of research-creation. International Journal of Qualitative Studies in Education, 28(5), 552-572.
Springgay, S. (2008). Body knowledge and curriculum: Pedagogies of touch in youth and visual culture. New York, NY: Peter Lang.
Springgay, S. (2011). “The Chinatown Foray” as Sensational Pedagogy. Curriculum Inquiry, 41, 636–656.
Springgay, S. (2013). How to be an artist by night: Critical public pedagogy and double
ontology. In J. Sandlin, M. O’Malley, & J. Burdick (Eds). Problematizing Public Pedagogy Handbook. (pp. 133-148). New York, NY: Routledge.
Springgay, S. (2013). The pedagogical impulse: Aberrant residencies and classroom ecologies C magazine for art and culture.
Springgay, S. (2014). Approximate-rigorous-abstractions: Propositions of activation for posthumanist research. In N. Snaza & J. Weaver (Eds). Posthumanism and educational research, (pp. 76-90). NY: Routledge.
Springgay, S. (2015). Working with children as pedagogies of refusal. Toronto: YYZ Books.
Springgay, S. (2016). Towards a rhythmic account of working together and taking part Research in Education, 96(1), 71-77.
Springgay, S. (2016). Meditating with bees: Weather bodies and a pedagogy of movement. In N. Snaza, D. Sonu, S. E. Truman, & Z. Zaliwska (Eds.). Pedagogical matters: New materialism and curriculum studies (pp. 59-74). New York, NY: Peter Lang.
Springgay, S., & Zaliwska, Z. (2015). Diagrams and cuts: A materialist approach to research-creation. Cultural Studies ↔ Critical Methodologies, 15(2), 136–144.
Truman, S. E. & Springgay, S. (2015). The primacy of movement in research-creation: New Materialist approaches to art research and pedagogy. In Laverty, M. & Lewis, T. (Eds.) Art’s Teachings, Teaching’s Art: Philosophical, critical, and educational musings (pp. 151-162). New York, NY: Springer.
Truman, S. E. (2016). Intratextual entanglements: Emergent pedagogies and the productive potential of texts. In N. Snaza, D. Sonu, S. E. Truman & Z. Zaliwska (Eds.), Pedagogical Matters: New Materialisms and Curriculum Studies (pp. 91-108). New York, NY: Peter Lang.
Truman, S. E. (2016). Becoming more than it never (actually) was: Expressive writing as research-creation. Journal of Curriculum and Pedagogy, 13(2), 136-143.
Truman, S. E. (2017). Speculative methodologies & emergent literacies: Walking & writing as research-creation (Unpublished doctoral dissertation). University of Toronto, Canada.