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Vol 14 No 2 (2021): From Pillar to Post
Published: 2021-09-25


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Transformative Dialogues (TD) is a forum for conversations intended to foster the improvement of teaching and learning in post-secondary education. TD facilitates the multi-disciplinary intellectual debate and inquiry, exchange of ideas, actions, and results of innovative and professional practice in the Scholarship of Teaching and Learning. These conversations are intended to span a wide range of reflections on the processes of teaching and learning ranging from the scholarly to scholarship. The international dialogues are focused on improving faculty and, therefore, student learning, and critical thought processes in their current and future lifelong learning. The editorial board recognizes that scholarship may play out differently in different disciplines, but, as Ernest Boyer pointed out in Scholarship Reconsidered (1992), the basic principles should be consistent.

Call for Proposals: Special Issue on Transformative Dialogues in and Across Arts-Based Educational Research (ABER)

With education changing during the COVID-19 pandemic, there has been a stronger focus and increased discussions around the delivery of lessons through diverse modes (i.e., online, in-person and hybrid models) (Darling-Hammond & Hyler, 2020), yet with that there also exists a need to re-evaluate and explore how we approach our curriculum. We posit the necessity of continuing what has worked in the past, but also promote exploring what more we can do to improve/transform teaching and learning for students and educators. This means looking beyond our usual scope and considering other opportunities that we can learn and engage through, such as arts-based educational research (ABER). ABER is diverse, with a history spanning for decades (e.g., Eisner, 1991; Barone, 1995, 2001; Sinner et al, 2006; Knowles & Cole, 2007; Cahnmann-Tayler & Siegesmund, 2008; Leavy, 2020), yet it has some consistencies around its purposeful use of art (written, performed, seen or heard) as a conduit for learning more and/or learning differently.

For this special issue of Transformative Dialogues, we are hoping to hear from scholars who engage in poetic inquiry (e.g., Prendergast, 2009; James, 2017; Vincent, 2018), narrative inquiry (e.g., Connelly & Clandinin, 1990; Clandinin, 2013), performative inquiry (e.g., Saldaña, 1999; Fels & Belliveau, 2008), making (e.g., Sameshima & Morchel, 2019) and other forms of arts-based and/or arts informed educational research processes. This issue will amplify diverse voices and highlight collaborative and convergent research studies that use art as a part of their transformative teaching and learning practices.

We are especially interested in submissions that link ABER to larger discussions around teaching and learning, those that explore the need for balance between art and academic purposes and studies that support the proliferation of these types of approaches across various levels of academia.

Authors selected to participate in this issue will also be expected to review (double-blind) at least three other submissions.

Recent examples of ABER from Transformative Dialogues:

  • Attas, R., Lindstrom, G., Easton, L. & Yeo, M. (2021) Nitawahsin Nanni and Disrupting Journeys. Transformative Dialogues, 14 (1).
  • Vincent, A. (2020) Poem as literature review: Poetic rumination on the history of Poetic Inquiry. Transformative Dialogues, 13 (2).

Proposals Due October 15, 2021.

Proposal text will answer the following questions in 250-500 words.

  • What’s the proposed title?
  • What is proposed format for the piece?
  • How does the work address the theme?
  • How does the work connect to larger discussions about teaching and learning?

We can accept submissions in the form of prose, poetry, image files, video files, and audio files (or a mixture). All submissions must be in the form of the original file—not a link.

We presume that the author or authors have obtained necessary permissions to share media and these permissions should be stated in the submission.

Submitting the ABER Proposal

Select the Make a Submission button at the top of this page. Review author guidelines. Log in or register and select New Submission.

1. Start

  • Section selection - ABER Proposal
  • Read and acknowledge all submission requirements. All boxes must be checked to advance. Authors’ names may remain on ABER proposal text document.
  • Agree to privacy statement.
  • Save and Continue

2. Submit Submission: Select ABER Proposal as the Article Component and follow prompts to upload the document.

3. Enter Metadata:  Proposed title is the only required input in this section.

4. Confirmation: Finish submission and confirm to complete.

Acceptances issued by November 15, 2021.

Full submissions due April 1, 2022.

Special Issue Published in late Summer of 2022.

The journal promotes the principle that strategies, techniques and methods of teaching and learning transcend the boundaries of specific subject fields. TD welcomes relevant contributions from diverse settings such as academia, vocational training, continuing professional development, workplace learning, selected commercial exemplars, and social networking via interactive technologies.

We encourage a variety of digital formats that encompass:

  • Scholarly (Inquiry) Articles (2,000 to 8,000 words)
  • Personal or Speculative Reflections (500 to 3,000 words)
  • Service and Community Projects (2,000 to 8,000 words)
  • Artifacts including presentations, poetry, interviews, videos, images etc.
  • Book Reviews (up to 1000 words)