Bringing together an extraordinary range of international scholars and practitioners that include contemporary visual artists, poets, choreographers, activists, film-makers, theatre-makers, magicians, and circus artists, the contributors situate their rebellious practices of knowledge production and upheaval in the academy and in society.

Evaluating the existing position of film as research, Filmmaking in Academia offers clear guidance and practical advice from the planning and conception of research films to the making, evaluation, dissemination and impact of practice-based research. This book aspires to serve as a guide for new and current researchers in screen-based media and creative practice. It seeks to explore the scope, definitions, methodologies, and interdisciplinary (and post-disciplinary) nature of film research projects. Author Agata Lulkowska focuses on how to manage potential challenges when artistic creativity meets research requirements, emphasising how finding the middle ground that serves both purposes often requires redesigning brand-new methodological approaches. Looking specifically at the publication routes for research films, the book highlights current dissemination practices and raises the question of impact throughout to re-contextualise current publication methodologies for practice-based projects. This exciting new work provides key reading for graduate students, academics, and filmmakers looking to move into academia.

What does mothering mean in different cultures and societies? This book extensively applies biographical and narrative research methods to mothering from international perspectives. Considering self-care, rapport, trust and self-reflection, the collection advances methodological practice in the study of mothers, carers and childless women’s lives.

The Collaborative Body in Qualitative Research challenges normative philosophies that have frequently neglected the body’s place in research and then illustrates how the body is essential for all meaning making. By ‘voicing the body’, the first part of this rebellious book problematizes how the body is used/assessed, yet often silenced in academic writing. This book then fluidly moves to celebrating the body through discussing taboo topics like sex/sexuality in friendship, underwear (knickers), ageing, and death, as well as how a non-binary body moves in a heteronormative world. Through the lens of Bodyography, this book does research differently – illuminating how the body flourishes, excites knowledge, and is complicated when placed on a ‘screen’. This book celebrates a collaborative and arts-based approach. This book is a dialogue between The Bodies Collective, with dialogic resonance sections between each chapter and art pieces throughout. This book will encourage all scholars to do research differently. Anyone with a thirst to challenge normative practices in academia and who wants research to be inspiring and playful will fall in love with this book.

Why do people rebel? This is one of the most important questions historians and social scientists have been grappling with over the years. It is a question to which no satisfactory answer has been found, despite more than a century of research. However, in most cases the research has focused on what people do if they rebel but hardly ever, why they rebel. The essays in this volume offer an alternative perspective, based on the question at what point families decided to add collective action to their repertoires of survival strategies, In this way this volume opens up a promising new field of historical research: the intersection of labour and family history. The authors offer fascinating case studies in several countries spanning over four continents during the last two centuries. In an extensive introduction the relevant literature on households and collective action is discussed, and the volume is rounded off by a conclusion that provides methodological and theoretical suggestions for the further exploration of this new field in social history.

Is It a Sermon? is an informative and daring call to blur the boundaries of the sermon genre, exploring the “shoreline” of homiletics, or the place where preaching laps up against other modes of discourse. In this book, Donyelle McCray explores how preaching merges with prayer, song, performance, and activism—the gospel dancing in and out of the forms we create for it. Consider the sermonic performance of Isaiah walking naked and barefoot for three years, the deaconess whose morning prayer rhythmically flows into sermon, or the gospel soloist who pauses in her song to tell a story or break into a sermonette. McCray is interested in the possibilities that emerge when we play at the shoreline, and she questions what modes of preaching get overlooked due to genre classifications. She seeks to discover what we might learn from these shoreline preachers about bearing witness, enacting Scripture, and listening to life. While these questions could be explored generally, McCray focuses on African American preachers who play at the boundaries of the sermon genre, with attention to how genre fluidity provides a means of drawing on ancestral wisdom. Key figures like Mahalia Jackson, Harriet Powers, Rosie Lee Tomkins, Thea Bowman, Howard Thurman, and Toni Morrison are examined as artists, activists, and proclaimers. She shines a new light on their work and points out how they reform preacherly identities and refuse traditional patterns of holding authority. Ultimately, in blurring the boundaries of sermon genre, this book offers readers strategies for embracing their voices more fully within and beyond the pulpit.

Can a creative mind thrive in a corporate landscape? Can a business leader use creativity to guide teams more effectively? From one of today’s leading creative minds comes a book for modern rebels on building a rewarding life without losing your edge. Written for uncompromising creative thinkers and aspiring changemakers, The Art of Creative Rebellion encapsulates insights and wisdom collected over a life of creative and professional prosperity. In these frank and insightful reflections, John S. Couch shares with young free thinkers the uncompromising principles needed to thrive in a world that seems to reward conformity. Above all, The Art of Creative Rebellion is a guide to shaping a life, career and reality that nourishes the spirit and feeds the soul—without compromises or apologies.

Departing Radically in Academic Writing (DRAW) seeks to show qualitative researchers that there are ways to embrace creatively alternative approaches to writing, whilst fulfilling the demands of an academic tenure system. Putting forward playful, arts-based and creative writing/fiction approaches to writing up research, the contributions in this book demonstrate how theorisation can happen in different ways, particularly, for younger career scholars struggling with their thesis submissions. Some of the contributions in the book come from those who have successfully defended a "DRAWn" thesis. Whilst this is not a handbook or "how to", it does show DRAW and radical departure work can work in practice without disadvantaging the researcher. Each chapter includes Author's Notes on the chapter and Radical Writing Prompts to stimulate creative thinking. Drawing on the work of Sara Ahmed, Ruth Behar, bell hooks, Helene Cixous, Virginia Woolf, Laurel Richardson and other literary and creative feminist, qualitative thinkers, Departing Radically in Academic Writing will appeal to graduate students and researchers in Education, the social sciences and humanities who are interested to advance critical thinking through radically departured work.

Posthuman research playspaces: Climate child imaginaries addresses the need for new forms of climate change education that are responsive to the rapidly changing material conditions of children’s socioecological worlds. The book provides a comprehensive understanding of how posthumanist concepts and methods can be creatively developed and deployed in collaboration with children and young people. It connects climate change education with posthumanist studies of childhood in the social sciences and environmental humanities. It also offers opportunities for readers to encounter new theoretical and methodological approaches for collaborative art, inquiry, and learning with children. Drawing on three years of participatory research undertaken with 135 children in the Climate Change and Me (CC+Me) project, it takes children’s creative and affective responses to climate change as the starting point for the co-production of knowledge, community engagement, and the transformation of pedagogy and curriculum in schools. Thinking through process philosophy, and in particular, the works of Whitehead and Deleuze, the book develops new concepts and methods of creative inquiry which situate children’s learning, aesthetic production, and theory-building within a more-than-human ecology of experience. The book presents a series of generative openings and propositions for future research in the field of climate change education, while also offering wide-ranging applications for graduate students and researchers in childhood and youth studies, the environmental arts and humanities, cultural studies of science and technology, educational philosophy, and environmental education.

This edited volume presents a post-humanist reflection on education, mapping the complex transdisciplinary pedagogy and theoretical research while also addressing questions related to marginalised voices, colonial discourses, and the relationship between theory and practice. Exhibiting a re-imagination of education through themed relationalities that can transverse education, this cutting-edge book highlights the importance of matter in educational environments, enriching pedagogies, teacher-student relationships and curricular innovation. Chapters present contributions that explore education through various international contexts and educational sectors, unravelling educational implications with reference to the climate change crisis, migrant children in education, post-pandemic education, feminist activists and other emergent issues. The book examines the ongoing iterations of the entanglement of colonisation, modernity, and humanity with education to propose a possibility of education capable of upholding heterogeneous worlds. Curated with a global perspective on transversal relationalities and offering a unique outlook on posthuman thoughts and actions related to education, this book will be an important reading for students, researchers and academics in the fields of philosophy of education, sociology of education, posthumanism and new materialism, curriculum studies, and educational research.