Thu 08/03, 18:48
I’ve had a read through the funding application you have sent me and think it is very relevant to my book project and would like to extend the same invitation that I sent David to you but for you to contribute to the first section in the first publication in relation to your interests pedagogical with liminality (nice to Savin-Baden reference, I am a big fan of her). Ideally, it would be great to include a full draft of your chapter by the May deadline so I can include it as sample material with the book proposal. If that is pushing it then happy to receive a chapter abstract by the deadline.
I am not sure if we have met at UAL but I was recently in conversation with David White at CSM about a possible publishing opportunity. Unfortunately, he is unable to take part but mentioned that you may be interested give your research interests/areas of expertise. Below is a copy of the initial email invitation that I sent David – if this sounds like something you would be interested in – do let me know / send me some work for me to have a peruse and we can go from there.
All the best,
Dr Lee Campbell FHEA
Lecturer in Academic Support CSM and CCW
Having met with an acquisitions editor at Peter Lang USA publishers last year whilst I was in NYC and subsequently struck up on an ongoing conversation with her for just short of a year, I am currently working towards a book proposal for an edited collection, with the current working title Disruptions, Interventions and Liminalities: Performative Teaching and Learning in the Arts, on the topic of critical performative pedagogies. The collection asks: ‘What happens when performative arts meet pedagogy?’ and explores the possibilities of the emerging field of ‘performative pedagogy’ and its potential as useful and applicable to enabling learning across a range of artistic and possibly other disciplines. Contributions will be made from individuals and groups across all creative disciplines who deploy pedagogic approaches with an emphasis on performativity to drive learning.
The collection (60,000-120,000 words) will comprise of a package of two publications: a book with a critical forward (written by me) laying out the field of critical performative pedagogy as an extension of the term critical pedagogy followed by chapters that provide critical analyses of various concepts emerging from a scrutinisation of critical performative pedagogy. Whilst the book provides the theoretical, philosophical and conceptual terrain; an accompanying instruction manual will operate as a ‘how to’ guide on using performative pedagogies, on the sophisticated deployment of performative strategies in action, in practice.
Following on from my critical foreword, the first publication will be structured into three discussions housing various chapters. The first set of chapters will propose how the strategies of performative pedagogy relate in some way to ‘disruption’, ‘intervention’ and ‘liminality’ and consider disruption, intervention, liminalities as ‘risky’ pedagogic strategies / forms of expression that do not necessarily correspond with conventional criteria that lean towards focus, precision, clarity, coherence and structure. As Raphael Hallett has suggested, students’ work tends to be valued in terms of a very circumscribed, clean, clear presentation. The next set of chapters will concentrate discussion on exploring aspects of ‘disruption’, ‘intervention’ and ‘liminality’ but with focused emphasis on multisensory learning – using performative pedagogies to generate haptic, gustatory, olfactory and aural sensorial-immersive encounters in the classroom. These discussions will collectively highlight and challenge a dominant approach in teaching and learning in the arts, the default reliance on the assumed primacy of the visual. Individual chapters will advocate that learning can take place through our bodies and not just our eyes, that knowledge acquisition can be multisensory and not exclusively derived from what we see. The final set of discussions will, again, explore aspects of ‘disruption’, ‘intervention’ and ‘liminality’, but this time focusing on the increasing importance of digital and virtual realities in students’ lives to advocate that never has there been a time in which the meanings of access are so broadened via technological mediation – with some chapters emphasising how access via technological mediation draws on all senses. The second publication will replicate the structure of the first in terms of thematic discussion but the nature of the chapters will differ as contributions from authors will be written in an instruction-manual style / how to guide.
I would like to invite you to contribute to the second discussion: digital realities in the first publication. Your chapter would need to be approx. 5-6,000 words in length. I would need a full draft (subject to peer review) of your (previously unpublished) contribution by May 4th, 2018 in order for me to submit the book publishing prospectus to Peter Lang by the middle of May.
If you feel that that deadline is pushing it then there is another option: Rather than submit a chapter draft by the start of May (I realise it’s pushing it for most people), send me a possible chapter abstract which I can send off with the sample material at the end of May? This way, once (hopefully) the book has been accepted, you will then have several months to write the chapter and be able to contribute to this exciting collection. If this sounds of interest, then I suggest writing the abstract in such a way that will allow you the breadth and freedom to incorporate possible future ideas/research.
I would be grateful if you could give my invitation some consideration and give me a response by next Friday (9th March). Of course, please ask if you have any questions etc. It would be fantastic to include a contribution from you towards this collection. I am also happy if you would