Performative Inquiry

Fels, L. (2015). E-Postcards: Reflection as a Scholarly Pedagogical Act. In Warren Linds & Elinor Vettraino (Eds.). Playing in a house of mirrors: Applied theatre as reflective pedagogical practice. Rotterdam, The Netherlands: Sense.

Fels, L. (2012). Collecting Data Through Performative Inquiry: A Tug on the Sleeve. Youth Theatre Journal, 26 (1), 50–60.

Fels, L. (2011). A Dead Man’s Sweater: Performative Inquiry Embodied and Recognized. Shifra Schonmann (Ed.). Key Concepts in Theatre Drama Education. Netherlands: Sense. 339-343.

Fels, L. (2010). Coming into Presence: The Unfolding of a Moment. Journal of Educational Controversy, 5(1). Bellingham, Washington: Western Washington University.

Fels, L. (1998). In the Wind, Clothes Dance on a Line. JCT: Journal of Curriculum Theorizing, 14 (1), 27-36.

Fels, L. & Stothers, S. (1996). Academic Performance: Between Theory and Praxis. Drama, culture and education. J. O’Toole & K. Donelan (Eds.). Australia: IDEAS. 255–261.

Performative Pedagogy

Fels, L. (2016). Performing Leadership: John Cage’s 4’33” Reprise. LEARNing Landscapes, 9 (2), 213-228.

Nilson, M. Fels, L. & Gopaul, B. (2016). Performing Leadership: Use of Performative Inquiry in Teaching Organizational Theories. Journal of Leadership Education, 15 (3), 170–186. DOI:1012806/V15/13/R7.

Fels, L. (2015). Performative Inquiry: Release of Regret. In International Yearbook for Research in Arts Education: The Wisdom of the Many—Key Issues in Arts Education, 3, 510-514. New York: Waxmann.

Wardrop, A. & Fels, L. (2015). Stepping through the looking glass: Embodying hospitality through transitions. In Carter, M., Prendergast, M., Belliveau, G. (Eds.) Drama and Theatre Education: Canadian Perspectives. Polygraph Book Series, Canadian Association of Teacher Education.

Fels, L. (2013). The Upside Down Picnic Table, In Kieran Egan, Ed. Wonder-Full education: The centrality of wonder in teaching and learning across the curriculum. New York, NY: Taylor & Francis/Routledge.

Fels, L. (2009). Performative Inquiry: Arresting the Villains in Jack and the Beanstalk. Journal for Learning through the Arts. Irvine, Cal.: University of California.

Fels, L. (2009). When Royalty Steps Forth—Role Drama as an Embodied Learning System. Complicity: An International Journal of Complexity and Education. 124–142.

Fels, L. (2003). Performance, Place & Possibility: Curricular Landscapes, Curricular Songs. Curriculum Intertext: Place/Language/Pedagogy. W. Hurren & E. Hasebe-Ludt (Eds.). Toronto, Ont.: Peter Lang. 173–188

Fels, L. (2004a). Complexity, Teacher Education and the Restless Jury: Pedagogical Moments of Performance, Complicity: An International Journal of Complexity and Education, 1(1), 73–98.

Fels, L. (2002). Spinning Straw into Gold: Curriculum, Performative Literacy and Student Empowerment. English Quarterly, 34 (1,2), 3–9.

Fels, L. & McGivern, L. (2002). Intertextual Play through Performative Inquiry: Intercultural Recognitions. Body and Language: Intercultural Learning Through Drama. G. Brauer (Ed.). Greenwood Academic. 19–35.

Meyer, K. & Fels, L. (1997). Einstein, the Universe and Us: Science Hits the Stage: Performative Inquiry Within a Co-Evolving Curriculum. JCT: Journal of Curriculum Theorizing, 13 (4), 22-26.

Meyer, K. & Fels, L. (1998). Uncommon Partners: Co-Creating New Possible World(s) through Drama & Science. Journal of Curriculum Theory, 14 (1), 27-36.

Fels, L. & Meyer, K. (1997). On the Edge of Chaos: Co-evolving world(s) of Drama and Science. Journal of Teacher Education, 9 (1), 75-81.

Performative Writing

Fels, L., (2013). Catching my breath: In full flight over the prairies. Emotion, Space and Society, 3 (5). 1-9.

Wiebe, S. & Fels, L. (2010). Thinking Around Tenure-Track: Ducking Under the Finish Line. Journal of Educational Thought, 44 (1), Special Issue, 11-26.

Fels, L., Linds, W., & Purru, K. (2008). “Performing Impossibility: Decolonizing Representation in Arts-Informed Dissertations” Creating Scholartistry: Imagining the Arts-informed Thesis or Dissertation. J. Gary Knowles, Ardra L. Cole, Lorri Neilsen and Sara Promislow (Eds.). University of Toronto, Toronto. 39–53.

Women Writing Women Collective. (2014) Learning wisdom through collectivity: the Women Writing Women Collective. NASPA Journal About Women in Higher Education, 7(1).

Women Writing Women Collective. (2008). Evoking desire...and irreverence: A collection of women writing women. Complicity: An International Journal of Complexity Science and Education, 5(1), 131–139.

Fels, L. (1995). In Dialogue with Grumet: Erasing the Line. Educational Insights. Vancouver, B.C.

Performing Personal Narratives

Fels, L. (2015). Woman Overboard: Pedagogical Moments of Performative Inquiry. In Susan Walsh, Barbara Bickel, and Carl Leggo, (Eds.) Arts-based and contemplative practices in research and teaching: Honoring presences. New York, N.Y.: Routledge.

Fels, L. (2013). Waiting for my Son’s Call. In W. Hurren & Erica Hasbe-Ludt (Eds.). Contemplating Curriculum: Genealogies/Times/Places. New York, NY: Taylor & Francis/Routledge.

Fels, L., (2012). Each Moment, a Child of Duration. In C. Chambers, E. Hasebe-Ludt, C. Leggo, & A. Sinner, (Eds.). A heart of wisdom: Life writing as empathetic inquiry. New York: Peter Lang.

Fels, L. (2008). A Fine Reach Home: Excerpts from a Sailor’s Wind Journal. Canadian Journal of Environmental Studies, Special Issue. 13(2), 180–191.

Performative Inquiry and Therapeutic Learning

Fels, L. (2004b). Kneeling in this moment still: Performative inquiry. Arts Informed: The Centre for Arts-Informed Research, 3(2), 1-26.

Performative Inquiry Through A Lens of Technology

Ricketts K., & Fels, L. (2015). BodyHeat Encounter: Performing Technology in Pedagogical Spaces of Surveillance and Intimacy. International Journal of Education, 16(9), 1-24.

Ricketts, K., Fels, L., & Pritchard, R. (2014) Icarus and the Extension Cord In Robyn Ewing, Ardra Cole, & J. Gary Knowles (Eds). Performing scholartistry. Halifax, NS: Backalong Books and the Centre for Arts-informed Inquiry Series.

Fels, L. & Ricketts, K. (2012). The Poetics of Technology: Performing technology in poetic spaces of surveillance, encounter, and intimacy. In S. Thomas, A. Cole &S. Stewart (Eds.). The art of poetic inquiry. Halifax, NS: Backalong Books.

Arts for Social Change

Yassi A, Spiegel JB, Lockhart K, Fels L, Boydell K, Marcuse J. Ethics in Community-University-Artist Partnered Research: Tensions, Contradictions and Gaps Identified in an ‘Arts for Social Change’ Project. Journal of Academic Ethics. (2016 April).

Writing Research Beyond Prison Gates

Meyer, K. & Fels, L. (2009). Breaking Out: Learning Research from The Women in Prison Project. International Review of Qualitative Inquiry, 2(2), 269–290. (Authorship is equally shared).

Meyer, K. & Fels, L. (2014). Imagining Education: An Arendtian Response to An Inmate’s Question. (1-19) Canadian Journal of Education, 36 (3). (Authorship is shared equally).

Fels, L., Meyer, K. & Martin, R. (2011). Angel Words Inside Prison Gates: Participatory Action Research As An Action Of Restorative Justice. (69-88). In J. Charlton, S. Pavelka, & PJ Verrecchia (Eds.), International perspectives on restorative justice in education. Kanata, ON: JCharlton.

Ann, Danita, Devon, Julie, Lynn and Shelley. (2009). “Can you imagine…What if Women Were Sentenced to Education?” Women Speaking Out Inside the Gate. (301–306.) In C. Leggo, P. Sameshima, M. Prendergast (Eds.). Poetic Inquiry: Vibrant Voices in the Social Sciences. Rotterdam, The Netherlands: Sense. *Last names withheld due to confidentiality. Authorship is shared equally.