My research focuses on three interrelated areas:

  • English Literature Education and Creative Writing
  • (Post)Qualitative Research Methodologies in Education
  • Cultural Studies and Public Pedagogies of Walking Research

English Literature Education and Creative Writing

A. Postdoctoral Research

My SSHRC-funded Postdoctoral Fellowship research extends literacy practices to include the reading and writing of speculative fiction with youth.

Specifically, I am generating a comprehensive annotated bibliography and literature review of speculative fiction for use in secondary schools. While many speculative fiction authors envision new worlds and technologies, as a major component of my study I am crucially focusing on Indigenous, Chicano/a/x, and Afro-futurist speculative writings, as well as feminist and queer speculative writings that have been historically marginalized in the secondary school English curriculum.

I am also conducting an empirical in-school research project focusing on how youth read and write speculative fictions in order to enact, represent, and ask questions about issues related to race, gender, technology, and settler-colonialism.

Publications:

Truman, S., E. (Forthcoming). Speculative Fabulations in English Class. Studies in Philosophy and Education.


B. Doctoral Research in English Education, Writing, and Intertextuality

I completed my PhD at the University of Toronto (2017) in a Collaborative Program of Critical Studies in Curriculum and Pedagogy (OISE) and Book History and Print Culture (Massey College). My PhD research used cultural studies, critical race theory, and the new materialisms to examine youth cultural productions, literacy practices and pedagogy inside and outside of secondary schools. The dissertation consisted of three different projects: The first project Dérive through these Charter’d Halls was a semester-long in-school study with grade 9 English students that investigated youth cultural productions in public spaces as critical literacy practices. The second Intratextual Entanglements focused on the literary practice of marginalia and how it impacts reading and writing practices as a form of public pedagogy. The third, Postcards from Strangers inspired by the 19thCentury tradition of ‘letterboxing’ probed how the circulation of texts such as postcards blurs the boundaries between public and private communication.

Publications

Truman, S., E. (Forthcoming). Affective minor literacies as a politics of refusal. Curriculum Inquiry, Special Issue on Sylvia Wynter. 

Truman, S., E. (2016). Intratextual Entanglements: Emergent Pedagogies and the productive potential of texts. (pp. 91-108). In N. Snaza, D. Sonu, S. E. Truman, & Z. Zaliwska (Eds.) Pedagogical Matters: New materialisms and curriculum studies. NY: Peter Lang.

Truman, S., E. (2014). Reading, Writing and Materialization: An Autobiography of a English Teacher in Vignettes. English in Australia 49(3), 88-95.


C. Creative Writing as Research-Creation

As part of my research in to writing and pedagogy, I feel it is important for me to practice creative writing myself. I am a published creative non-fiction writer and won a National Magazine Award for creative writing (2003), and have been awarded two Ontario Arts Council Grants for writing (2009; 2014) totalling $13, 500. I consider my creative writing process as research-creation. In research-creation the practice of writing is the research. I mainly write creative non-fiction but I also compose music with Oblique Curiosities.

Selected Publications:

Truman, S., E. (2016). More than it never (actually) was: Expressive writing as research creation. Journal of Curriculum and Pedagogy. 13(2), 136-143.

Truman, S., E. (2016). Dinner with the Dycks. Transverse Journal. Issue 11, 102-111.

Truman, S., E. (2016). School Sucks for non-human animals. Journal of Curriculum and Pedagogy. 13(1), 18-22.

Truman, S., E. (2013). The Sleet Storm. In There’s Going to Be Trouble. A. Yendell (Ed.) Toronto: Life Rattle Press.

Truman, S., E. (2011). Searching for Guan Yin. Buffalo: White Pine Press.


(Post)Qualitative Research Methodologies in Education

I am trained in qualitative research methods. I have conducted empirical qualitative research studies in schools in Canada and United Kingdom as both a PI on my own projects, and as a Research Assistant on The Pedagogical Impulse and WalkingLab. I have conducted qualitative research with adults and other publics in Canada, United Kingdom, and Australia.

My personal interest and area of expertise in qualitative research lies in what has now been dubbed ‘post’ qualitative research. In recent years, the new materialisms, posthumanisms, and speculative theories have begun to make an impact on qualitative research. The consequences of this ethico-onto-epistemology for qualitative research are significant as it challenges individualism and humanist notions of intentionality, destabilizes conventional notions of space as a void, and directs our attention to the highly distributed nature of collectivity and relationality. My research into the new materialisms and posthumanisms has also revealed that they are not always accountable to Queer, Trans, Black, Indigenous, People of Colour (QT/BIPOC) subjectivities. This has caused me to begin asking uncomfortable questions about posthumanism’s and the new materialisms’ colonial and Euro-Western complicity and re-centering of Whiteness/Humanism. I'm authoring an entry for the SAGE Encyclopedia of Research Methods on this topic (Under Contract, 2018).

Publications:

Snaza, N, Sonu, D, Truman, S. E. & Zaliwska, Z. (Eds.) (2016). Pedagogical Matters: New materialism and curriculum studies. NY: Peter Lang.

Snaza, N., Sonu, D., Truman, S., E. & Z. Zaliwska. (2016). Introduction: Re-attuning to the materiality of education. In N. Snaza, D. Sonu, S., E. Truman, & Z. Zaliwska (Eds.), Pedagogical matters: New materialisms and curriculum studies. New York, NY: Peter Lang.

Springgay, S, & Truman, S., E. (2017). On the need for methods beyond proceduralism: Speculative middles, (in)tensions, and response-ability in research. Qualitative Inquiry.

Springgay, S, & Truman, S., E. (2018). Walking Methodologies in a More-than-human World: WalkingLab. New York, NY: Routledge.

Truman, S., E. & Springgay, S. (2015). The primacy of movement in research-creation: New Materialist approaches to art research and pedagogy. In Laverty, M. & Lewis, T. (Eds.) Art's Teachings, Teaching's Art: Philosophical, critical, and educational musings(pp. 151-162).New York, NY: Springer.


Cultural Studies and Public Pedagogies of Walking Research

I am Co-director of WalkingLab, an international group of walking scholars informed by cultural studies and public pedagogies scholarship. As a research methodology, walking has a diverse history in the social sciences and humanities, underscoring its value for conducting research that is situated, relational, and material.

Building on the importance of place, sensory inquiry, embodiment, and rhythm within walking research, WalkingLab considers the more-than-human dimensions of walking methodologies by engaging with feminist new materialisms, posthumanisms, affect theory, trans and queer theory, Indigenous theories, and critical race and disability scholarship.

Publications

Springgay, S, & Truman, S., E. (Forthcoming). Research-Creation walking methodologies and an unsettling of time. International Review of Qualitative Research.

Springgay, S, & Truman, S., E. (2018). Walking Methodologies in a More-than-human World: WalkingLab. New York, NY: Routledge.

Springgay, S, & Truman, S., E. (2017). A Transmaterial Approach to Walking. Methodologies: Embodiment, Affect, and a Sonic Art Performance. Body & Society.

Springgay, S, & Truman, S., E. (2016). Stone Walks: Inhuman animacies and queer archives of feeling. Discourse: Studies in the Cultural Politics of Education.

Truman, S., E. & Springgay, S. (2016). Propositions for walking research. In Powell, K., Bernard, P. & L. Mackinley (Eds). International handbook for intercultural arts (pp. 259-267. New York, NY: Routledge.

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