Reflections on Collaboration as Performance and the Performance of Collaboration in an Age of COVID and Climate Crisis

Natalie Loveless and Sheena Wilson reflect on their history of working collaboratively, thinking through the complexities of feminist labour informed by research on the maternal as social performance and social fact. Whether resculpting academic political spaces in more sustainable ways or reshaping daily reality according to more ecological form, the authors argue for collaborative praxis—collaborative performance and the performance of collaboration—as a means of resistance and resilience in a time of political and climate catastrophe.

Twenty-First-Century Implications for Media Literacy and Music Education

Digital media’s convergence continually influences teaching and learning in the arts and interdisciplinary fields through freely accessible technology. Similarly, the rise of democratized participatory communities of new media composers on the internet affords new collaborative opportunities for all levels of creation. This chapter examines media literacy’s relationship with participatory culture and digital technology in music education. Establishing a baseline theoretical understanding of media literacy and its possible implications for teaching and learning sheds light on how these tools advance collaborative praxis, creative expression, and thoughtful teacher-facilitators in the traditional and virtual music classroom. Key questions include: How can educators and students unpack challenging concepts by producing collaborative new media content with digital technology? In what ways do music and media educators advance critical thinking, reflective learning, and new modes of networked creativity through “making” philosophy and curriculum?

Interpretive Discernment and Performative Listening

By highlighting a collaborative praxis between performative interviewing and affect theories, this essay theorizes interpretive discernment as an orientational and conceptual foundation that paves the way for performative interviewing. Interpretive discernment—the process of sensing and interpreting affective registers—encompasses both a methodological orientation and an analytical heuristic. We argue that interpretive discernment builds an interpretive architecture that expands our vocabulary, heightens our ability to listen for the affective in interviews, homes in on methodological nuances that enrich critical qualitative approaches to interviewing, and provides a structure to performative interviewing analysis.

Transdisciplinary Collaborative Development of Healthcare Virtual Simulations

There is a need for collaborative, participatory exploration into emerging simulation technologies supportive of distributed, interdisciplinary practice to promote cultures of collaborative praxis. Higher educational institutions are adapting curriculum to support interprofessional education among healthcare students such as in medicine, nursing, and social work to build the ability to practice with greater safety for patient care. An analysis of critical supporting factors and challenges for distributed teams seeking to develop virtual simulations is presented with guidelines for distributed development and delivery using emerging simulation platforms applicable to healthcare teams and beyond.

‘Is It That We Do Not Want Them to Have Washing Machines?’: Ethical Global Issues Pedagogy in Swedish Classrooms

According to sustainable development target 4.7, by 2030, all signatory nations must ensure learners are provided with education for sustainable development and global citizenship. While many national curricula provide a policy imperative to provide a global dimension in curriculum and teaching, mainstreaming an approach to teaching about sustainable development through pressing global issues requires strong attention to what happens between students and teachers in the classroom. In this article, we aim to help teachers think through an ongoing reflexive approach to teaching by bridging important theoretical and empirical scholarship with the day-to-day pedagogies of global educators. This collaborative praxis offers an actionable approach to engaging with values, conflicts and ethical consequences towards bringing global issues into teaching and learning in a critical and fruitful way. Our results show that teachers and students can both experience discomfort and experience a sense of significance and worthiness of engaging in a more critical approach. In addition, if we critically reflect and support students in doing so, as these teachers have done, we open up possibilities for approaches to global issues pedagogy that come much closer to addressing the pressing issues of our deeply unequal world.