Experiments in Relational Pedagogy: Initiating Invention in the Arts and Humanities

deadline for submissions: 
June 1, 2017
full name / name of organization: 
K. A. Wisniewski & David Prescott-Steed

Experiments in Relational Pedagogy: Initiating Invention in the Arts and Humanities

The Arts & Humanities in the academy are in a critical juncture in its history. As we progress further into the digital age, colleges and universities are gradually adopting new policies and new programs and college-wide initiatives to foster research and teaching that addresses both technological and societal changes as well as economic and industry demands. Simultaneously, these departments are facing new or ongoing financial restraints and students, faculty, and practitioners alike confront new, real world obstacles in their respective markets.

In the past decade, we have seen the Digital Humanities become the new buzzword in academia. Problematically, the ubiquity of the term stirs up such a range of connotations for both its practitioners and its opponents that it becomes increasingly difficult to define. Paradoxically, some have painted the field as an all-encompassing tent, while others have suggested that the term is too limited, one that excludes those not working in the Humanities and one that will ultimately become outdated, or perhaps better outmoded.

Despite recent trends toward multimedia texts, many instructors have been left with little support or pedagogical foundation from which to assess these new forms and, therefore, to formulate pedagogies, practices, and policies that are cultural responsive and relational. Such undertakings would lend a vitality to education in the Arts & Humanities that can enrich training for creative professional participation. New markets, industries, institutions and their students share the requirement that all participants are practiced in conducting experiments in discovery and invention, but a requirement without critical reflection and negotiation seems unsustainable. This collection of essays attempts to assess the current state of teaching in the Arts & Humanities and attempt to redefine it, offering a variety of perspectives that both theorize teaching and learning in the digital age and showcase best practices in how it might be enacted. The chapters will offer models for courses, career preparation for students, and faculty training and support services in order to bridge gaps between theory and practice, academic and industry, and policies and pedagogies. The editors are especially interested in best practices, experiments in teaching, and classroom plans and designs that showcase the value of student experimentation in the Arts and Humanities.

Topics may include (but are not limited to) the following: 

  • rhetoric & composition
  • creative writing
  • digital storytelling & video-making
  • video games, user research, and interactive design
  • art, design, graphic design, and animation
  • digital history and public history 
  • curations, exhibitions, databases, and information design
  • primary and second school education
  • linguistics and language learning
  • team-taught courses and group projects
  • digital tools, mobile learning, and online teaching
  • curriculum design, university/department policies, & faculty support
  • the role of library programs, galleries, research centers, and adjacent institutes
  • community engagement, outreach, and partnerships
  • classroom case studies with high-tech, low-tech, no-tech
  • critical and creative thinking

The editors request that potential contributors submit an abstract between 300-500 words by June 1.  Please use the Subject Line:  “Experiments in Relational Pedagogy”, and include a brief biography no longer than 300 words.  Contributors will be notified by July 1.  Submission should be sent to the editors: K. A. Wisniewski (k.a.a.wisniewski@gmail.com) and David Prescott-Steed (dprescottsteed@gmail.com).