This article describes my tumultuous journey as a course instructor and researcher investigating imagination in an educational leadership graduate seminar. I employ an arts-based pedagogy and research methodology known as Performative Inquiry. Sharing my experiences delivering this course informs my future teaching and can support colleagues…

The work in this article (re)traces the nuances embedded within the aesthetics of the Wu-Tang Clan to draw attention to two theoretical, Wu-based concepts: "Shaolin" and "swarming." This article leans into fugivity and critical race theory (CRT) to demonstrate how hip-hop music can be a capacious avenue for theorizing alternate…

In this article, we present a new perspective on how to combine inquiry-based, problem-oriented learning with practices in the Humanities. Our particular interest is how the initial phase of finding "the problem" can be undertaken in a conjoint way with students, that is in the form of inquiry-based learning where there are no…

Michael Polanyi famously stated that "we can know more than we can tell," but is it possible to know more than we imagine? Or, on the contrary, does imagining play a role in elucidating what we feel we know but cannot fully express? In this article, the author argues that imagining can elucidate knowledge by helping us to name and color…

One afternoon during the early days of the COVID-19 lockdown, as I was retooling my in-person courses for online instruction, I took a break to see how the educators and artists I follow on Instagram were faring. As I scrolled through a variety of posts, I happened upon an image showing a page torn from the 1940 children's book "Lentil"…

The image is the raw material of the twenty-first century. Images infiltrate all social and cultural spaces. Its digital-mediated realities drive communication, industry and knowledge. Images saturate life and adolescent learners are familiar with the participatory nature of image production and its social, educational and personal communicative…

In recent decades, the shift towards the "learnification" of educational discourse has "de facto" reframed educational purposes and schooling practice, thus reframing what students should know, strive for, and, in a sense, be. In this paper, given the efforts to disrupt the dominance of learning discourse, I seek to engage…

This article aims to convince readers of the value of intersecting the scholarship of interdisciplinarity with the field of argumentation studies. The interdisciplinarity literature has not much engaged with the vehicle that carries interdisciplinary learning, languages, and locutions: the argument. On the argumentation studies side, despite the…

The National Curriculum for History in England (DfE (Department for Education). [2013]. 'The National Curriculum for England, History Programmes of Study: Key Stages 1 and 2'. https://www.gov.uk/government/uploads/system/uploads/attachment_-_History.pdf, 1) states that the purpose of studying history is to inspire pupils' curiosity, to 'ask…

In the 25 years since narrative inquiry emerged as a social science research methodology, it has been rapidly taken up in the social sciences. In what is sometimes called a "narrative revolution," researchers with diverse understandings have co-opted the concept of narrative inquiry and used narrative inquiry or narrative research to…

Children of all ages who have the opportunities, time, and materials to explore science content in a self-directed manner will develop higher level understandings, and demonstrate more sophisticated approaches to science. A vast and growing body of research supports the academic benefits of self-directed or authentic scientific inquiry, which is…

This article explores children's imaginative representations of time in relation to self-experience. Poems published in a young poets' anthology edited by Naomi Shihab Nye are analyzed in order to discern models of temporality and subjectivity imagined by young writers. A "dynamic temporality" is seen in a subset of poems which manipulate time…

This chapter is a call for consequential education research that has transformative potential: intellectually, educationally, and socially. It is about learning to see differently. It is an argument about seeing our work with youth and communities in ways that can help education researchers see ingenuity instead of ineptness and inability, to see…

Fictionalisation seems to render ethnographic inquiry suspect as research appropriate to the social sciences because it subverts a claim of realism or objectivity. This leads some ethnographers to propose alternative criteria for validation, such as participation and evocation, which offer alignment with realism; others suggest that scientific…

In our research, we investigated whether students will develop inquiry skills, such as hypothesis exploration and formulation and interpretation, and metacognitive skills, such as comprehension of new knowledge, as a result of a storytelling strategy employed during teaching. We also investigated whether students will utilize the skills and…