Call for Papers: 2016 ARTS Pre-conference Common grounds: Intersectionalities between arts-based educational research and language and literacy education

Over time, CASWE has had a strong relationship with the CACS ARTS Special Interest Group. The ARTS group is sponsoring  a pre-conference at CSSE 2016 this year that may of you may be interested in participating in. If you are interested, please contact the Pre-Conference Organizers, Amélie Lemieux and Mitchell McLarnon at by December 1st, 2015.


Call for Papers: 2016 ARTS Pre-conference

Common grounds: Intersectionalities between arts-based educational research and language and literacy education

Date: May 28th, as part of the Arts Researchers and Teachers of Canada Conference, under the Canadian Society for the Study of Education Annual Meeting, Calgary, AB

The separate fields of arts-based educational research (ABER) and language and literacy education (LLE) have been working in parallel with occasional crossovers of alternative and inclusive scholarship. Recent directions in ABER suggest the arts are a cross-disciplinary field that can contribute to other academic disciplines, both theoretically and practically. For example, ABER scholars have expanded bodies of knowledge on: embodied practice and performative inquiry (Ricketts & Snowber, 2013; Fels, 2012); the role of the arts in pre-service teacher education (White, Sinner, & Sameshima, 2015); poetic inquiry (Leggo, 2007, Wiebe & Guiney Yallop, 2010); art education methodologies (Butler-Kisber, 2010; Cahnmann-Taylor & Siegesmund, 2008; Barone & Eisner, 1997); a/r/t/ography (Irwin & de Cossan, 2004; Carter & Irwin, 2014; Leggo, Sinner, Irwin, Pantaleo, Gouzousis, & Grauer, 2011); and aesthetic reception in literature and arts classrooms (Lemieux, 2015; White, 2013; 2014). Given the potential crossovers between ABER and LLE, we also welcome proposals that are addressing creativity and ABER-related topics in diverse literacy areas: multiliteracies (Lankshear & Knowble, 2003; Rowsell & Pahl, 2015; Unsworth, 2001; Wiebe & Macauley, 2013); multiliteracies in childhood and elementary contexts (Binder, 2014; Heydon, 2013; Lenters & Winters, 2013); learning for sustainable development (Inwood, 2013; Orr, 2005; McLarnon, 2015), additional language literacies (Nicholas & Starks, 2014; Pennycook, 2001). Concurrently, other LLE projects are working toward adapting to the demands of instantaneity in the 21st Century, while ABER initiatives have entered into the public and community sphere (e.g. New York City’s learning through art program) and within academic institutions and research groups across North America.

While we are interested in receiving a breadth of submissions from art researchers and teachers across Canada, as the title of this pre-conference suggests, we are seeking the spaces and places in between the arts and literacies as pathways for educational practice. In addition to ABER- and LLE- related submissions that cater to various research topics, we are interested in proposals that contribute to discussions around the following questions, each of them representing an axis for the pre-conference:

  1. What is the role of the arts in literacy and, conversely, what role does literacy play in the arts?
  2. How does the study of art influence and intervene with pedagogical practices?
  3. How are the creative processes in art changing understandings of literacies?
  4. How can the interface between arts-based research practices and the processes of literacies sustain communities as part of the research process?
  5. In what direction will our transnational/cosmopolitan conversations with and through arts and literacy take us?

The 2016 ARTS pre-conference will be divided in two main sessions. The morning of the pre-conference will take the form of an academic conference providing opportunities to present research and reflections in both panel and roundtable formats, emphasizing questions and discussions in a supportive environment. During the afternoon, we aim to connect with and include local artists and community organizations to expand and enhance conversation. For example, the afternoon session could include workshop presentations, performances, in-action poetry readings and other forms of artistic renderings. We especially welcome proposals that promote arts-making and/or literacy practices that engage the community. More details will follow as the event gets closer.

Pre-conference fees:

Students/Retired/Unwaged: CAN $20

Faculty members: CAN $40

Please register for the ARTS SIG pre-conference on the CSSE Conference website when registration opens. After your registration has been processed, you will receive an email confirmation.

Requirements and dates

The 2016 ARTS pre-conference welcomes proposals from practitioners, educational researchers, policy-makers, educators, graduate students, community leaders and organizations to share their research and perspectives on the current and emerging research and community practices. We are interested in engaging presentations that cater to the notion of intersectionality between literacy and the arts addressing the questions presented in the call above.

We are requiring the following details

  1. In a covering letter:
  • Full name(s) of author(s)
  • Affiliation, followed by university name
  • Email address where you can be contacted
  • Presentation title
  • Special requirements (e.g., data projector, accessibility) N.B. Please bring your own adaptors.
  • Willingness to participate as a reviewer for the pre-conference proposals
  1. In a separate word document (blinded):
  • Presentation title
  • A 300-word abstract (please include word count)

Submissions for the pre-conference should be sent to the Pre-Conference Organizers, Amélie Lemieux and Mitchell McLarnon at by December 1st, 2015.

Deadline for abstract submission: December 1st, 2015

Anticipated Response from Pre-conference Organizers: March 2016

Anticipated Pre-Conference Date: May 28, 2016



Barone, T., & Eisner, E. (1997). Arts-based educational research. Complementary methods for research in education, 2, 75-116.

Binder, M. (2014). The Storied Lives Children Play: Multimodal Approaches Using Storytelling. Canadian Children, 39(2).

Butler-Kisber, L. (2010). Qualitative inquiry: Thematic, narrative and arts-informed perspectives. Sage Publications.

Cahnmann-Taylor, M., & Siegesmund, R. (2008). To dwell in possibility: Poetry and educational inquiry. Arts-based research in education, 51-53.

Carter, M. R., & Irwin, R. L. (2014). Between Signification and Illumination: Unfolding Understandings of an A/r/tographical Turn on Practicum. International Journal of Education & the Arts, 15(3).

Fels, L. (2012). Collecting data through performative inquiry: A tug on the sleeve. Youth Theatre Journal, 26(1), 50-60.

Heydon, R. (2013). Learning opportunities: The production and practice of kindergarten literacy curricula in an era of change. Journal of Curriculum Studies, 45(4), 481-510.

Inwood, H. (2013). Cultivating artistic approaches to environmental learning: Exploring eco-art education in elementary classrooms. International Electronic Journal of Environmental Education, 3(2).

Irwin, R. L., & De Cosson, A. (Eds.). (2004). A/r/tography: Rendering self through arts-based living inquiry. Pacific Educational Press.

Lankshear, C., & Knobel, M. (2003). New technologies in early childhood literacy research: A review of research. Journal of Early Childhood Literacy, 3(1), 59-82.

Lemieux, A. (2015). Think it Through: Fostering Aesthetic Experiences to Raise Interest in Literature at the High School Level. Journal of the Canadian Association for Curriculum Studies. 12(2), 66-93.

Leggo, C. (2007). Astonishing silence. Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues, 165-174.

Leggo, C., Sinner, A. E., Irwin, R. L., Pantaleo, K., Gouzouasis, P., & Grauer, K. (2011). Lingering in liminal spaces: a/r/tography as living inquiry in a language arts class. International journal of qualitative studies in education, 24(2), 239-256.

Lenters, K., & Winters, K. L. (2013). Fracturing Writing Spaces. The Reading Teacher, 67(3), 227-237.

McLarnon, M. (2015). Exploring literacies in Outdoor Environmental Education. Pathways: The Ontario Journal for Outdoor Education. In review.

Nicholas, H., & Starks, D. (2014). Language education and applied linguistics: Bridging the two fields. Routledge: New York.

Orr, D. (2004). Ecological design intelligence. Center for Ecoliteracy. Retrieved from http://www. ecoliteracy. org/publications/ecodesign. html.

Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Routledge.

Ricketts, K., & Snowber, C. (2013). Autobiographical Footsteps: Tracing our stories within and through body, space and time. UNESCO Observatory Multi-Disciplinary Journal in the Arts, 2(13). (Special Issue: A/r/tography and the Literary and the Performing Arts).

Rowsell, J., & Pahl, K. (Eds.). (2015). The Routledge Handbook of Literacy Studies. Routledge.

Unsworth, L. (2001). Teaching multiliteracies across the curriculum. Buckingham-Philadelphia: Open University Press. Retrieved September, 26, 2005.

Wiebe, S., & Yallop, J. J. G. (2010). Ways of being in teaching: Conversing paths to meaning. Canadian Journal of Education/Revue canadienne de l’éducation, 33(1), 177-198.

Wiebe, S., & McAuley, S. (2013). Harnessing new technologies to teach academic writing to the Net Generation. in education, 16(1).

White, B. (2013). The Dynamics of Aesthetic Experience: Preliminary Steps to a Provisional Claim to Knowledge. Canadian Review of Art Education: Research & Issues, 40.

White, B. (2014). Student Generated Art Criticism. Canadian Review of Art Education: Research & Issues, 41(1).

White, B., Sameshima, P., & Sinner, A. (2015). Making identity: Perspectives on personal inquiry in teacher education. In S. Schonmann (Ed.), The Wisdom of the Many: Key Issues in Arts Education, International Yearbook for Research in Arts Education, Volume 3 (pp. 395-399). Münster, Germany: Waxmann.




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