Drugs, Poetry, Music, and Care: Illuminating While Reimagining Possibilities Using Collaborative Practitioner Inquiry

Session Type: Symposium

Abstract

This symposium presents four uniquely located research projects guided by arts-based collaborative inquiries in out-of-school spaces, which focus on improving academic institutional processes and outcomes by offering community-guided alternatives. They intentionally aspire to humanize learning spaces by attending to those who occupy them in tangible, transformative, desired ways—focusing on what is possible rather than repeating what has been. Each project illuminates the deficits of accepted educational structures and procedures in order to move beyond them by centering community, care, autonomy, and the social, emotional, physical, and intellectual well-being of those of us who have had the creative, desiring spirit in us harmfully disciplined by schools.

Sub Unit

• SIG-Qualitative Research

Chair

• Rob Simon, University of Toronto

Papers

• “The Lines Are Increasingly Hazier”: Reframing Drug Education as Critical Collaborative Inquiry - Ty Walkland, University of Toronto

• “Set Up in a Mode of Consent”: Consent-Based Feedback, Authority, and Collective Silences - Ben Gallagher, University of Toronto - OISE

• Fostering Community and Self-Care Practices Through Centering Teacher Desires: Navigating a Pedagogical and Curricular Pivot in Education Post-2020 - Ashleigh A. Allen, University of Toronto - OISE

• Critical Sound and Listening Pedagogies: A Collaborative Inquiry With Music Teachers - Doug Friesen, Queen's University - Kingston

Discussant

• Jessica Whitelaw, University of Pennsylvania