Springgay, S. & Truman, S. E. (2018). Walking Methodologies in a more-than-human World: WalkingLab. London, UK: Routledge.

Introduction. (Download PDF)

Chapter 8: A walking-writing practice (Download PDF)

Peer-Reviewed Articles and Chapters on Walking Research-Creation:

Truman, S. E. & Shannon, D. B. (2018). Queer sonic cultures: An affective walking-composing project. Capacious: Journal for Emerging Affect Inquiry. 1(3).

Springgay, S. & Truman, S. E. (in press). Research-creation walking methodologies and an unsettling of time. International Review of Qualitative Research.

Springgay, S. & Truman, S. E. (in press). Queering temporalities, activating QTBIPOC subjectivities and world-makings: Walking research-creation. MAI: FEMINISM & VISUAL CULTURE.

Springgay, S. & Truman, S. E. (in press). Counterfuturisms and speculative
temporalities: Walking Research-Creation in School. International Journal of Qualitative Studies in Education.

Springgay, S. & Truman, S. E. (2017a). A transmaterial approach to walking
methodologies: Embodiment, affect and a sonic art performance. Body & Society, 23(4), 27-58. (Download PDF)

Springgay, S. & Truman, S. E. (2017b). On the need for methods beyond proceduralism: Speculative middles, (In) tensions, and reponse-ability in research. Qualitative
Inquiry, 24
(3), 203-214. (Download PDF)

Springgay, S. & Truman, S. E. (2017c). Stone Walks: inhuman animacies and queer archives of feeling. Discourse: Studies in the Cultural Politics of Education 38(6), 851-863. (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. (2018). How to write as felt: Touching transmaterialities and more-than-human intimacies. Studies in Educational Philosophy

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.