Research in higher education requires us to address critical ethical questions, particularly when working with participants who have been historically and systematically underserved and marginalized. It is imperative that we consider not only the harm one’s research might cause participants, but just as importantly, researchers must understand the dynamics of power, agency, and representation inherent in the process of “doing” research, which is certainly true while conducting research with children (Christensen, 2004; Freeman & Mathison, 2009). Doing ethical research also calls for an attentiveness toward the varied social entanglements that form our experiences in the first place. This involves the co-generative agency of humans, non-humans and the other-than human entanglements that form the fluidity of our lived-experiences (Hackett et al., 2015; Keifer-Boyd, 2018; Murris, 2019; Pacini-Ketchabaw et al., 2017). In this article, I focus on spatial research in early childhood visual art education as a way to parse out the value of spatiality in research as an ethics of participation.
This editorial grew out of a conversation in which Dr. Kraehe and I sought to make sense of the convergence of multiple crises. One is the crisis arising from COVID-19, a novel coronavirus. Another was anti-black racism, a much older disease that has plagued this land we now call the United States of America for more than 500 years, as well as much of the world touched by European colonialism and American imperialism. Whereas the COVID-19 pandemic was powered by the complex biology of a coronavirus, racism is a systemic social malady powered by laws, institutional policies and practices, and a shared common sense or worldview that allows individuals in a society to perceive and interpret reality in similar ways.
NOTE: Co-edited this volume along with international colleagues: Maria-Carolina Cambre, School of Sociology, Concordia University, Canada, and Edna Barromi-Perlman, Visual Literacy, University of Israel. One of my core responsibilities was working with the manuscripts and authors in Section Three of the volume. This entailed collaborating closely with the co-editors and the publisher to ensure that each manuscript met the high standards we set for the volume. This included: Evaluating submissions for quality, relevance, and originality, providing constructive feedback to authors to enhance their work; communicating with authors to discuss revisions, answer queries, and support them through the editing process; regular meetings with co-editors to discuss progress, address challenges, and make collective decisions on manuscript acceptance and publication strategy; and interfacing with the publisher to manage timelines, ensure compliance with publishing guidelines, and oversee the final stages of production, including proofing and formatting. My role required a keen eye for detail, strong communication skills, and the ability to balance multiple tasks and deadlines effectively. By working collaboratively with authors, co-editors, and the publisher, I contributed to the successful completion of Section Three, ensuring it aligned with the overall vision and quality of the volume.
Pedagogies in the flesh: Case studies on the embodiment of sociocultural differences in education
Link to publisher
Herman, D. (2017). Compulsory heterosexuality and the queering of Southern lines. In S. Travis, A. M. Kraehe, E. Hood, & T. Lewis (Eds.), Pedagogies in the flesh: Case studies on the embodiment of sociocultural differences in education (pp. 127-132). London, UK: Palgrave-Macmillan.
Link to publisher
Herman, D. (2017). Compulsory heterosexuality and the queering of Southern lines. In S. Travis, A. M. Kraehe, E. Hood, & T. Lewis (Eds.), Pedagogies in the flesh: Case studies on the embodiment of sociocultural differences in education (pp. 127-132). London, UK: Palgrave-Macmillan.
My solo-authored peer-reviewed book chapter, titled “Compulsory Heterosexuality and the Queering of Southern Lines,” was published as part of the edited collection, Pedagogies in the Flesh: Case Studies on the Embodiment of Sociocultural Differences in Education. This book is a collection of vivid, theoretically informed descriptions of flashpoints––educational moments when the implicit sociocultural knowledge carried in the body becomes a salient feature of experience. These flashpoints ignite critical reflection and dialogue about the formation of the self, identity, and social inequality on the level of the preconscious body.
https://citations.springernature.com/book?doi=10.1007/978-3-319-59599-3
https://citations.springernature.com/book?doi=10.1007/978-3-319-59599-3