October 25, 2018
From STEM to STEAM has become a popular topic of pedagogical theorizing and practice in which the arts engage as threads interweaving the humanities and sciences expanding traditional norms of cognition. This is not a new idea but in today’s world prompts radical re-thinking about the future of schools and the emergence of coalitions that have the power to re-shape culture and re-contextualize education This presentation will argue for a reinscription of the arts in terms of “collaborative envisioning” in which social groups and cultural institutions form networks that highlight reflection, imagination and aesthetic sensibility reformulating ideas about teaching and learning and the sites where they take place.
Watch the Facebook livestream of Professor Burton's lecture.
November 29, 2018
Qualitative researchers have grappled for decades now with imperatives generated by “the crisis of representation.” Thus, researching and its accompany writings continue to require “reflexivities of discomfort” – that is, interrogations of often habitual preoccupations, expectations, suppositions, fantasies that affect both our researching and the “writing up” of such efforts. But such questionings in no way are intended as means to guarantee “more accurate, truthful, decolonized” narrations of “self” and “other.” Rather, such reflexive practices also compel examinations of historically, culturally and socially contingent influences on all aspects of preparing for as well as engaging in research and its always-fraught representational writing endeavors.
Re-turning, in part, to Roland Barthes and his lectures on “The Preparation of the Novel,” I consider several on-going research projects in light of my entangling socialities, reflexivities of discomfort and (im)possible composings.