Norris, J., Fels, L. & Kandil, Y. (2019). Surrender, Pedagogy, Ambiguity, Research and Impossibility: Cats @ Play. In P. Duffy, C. Hatton & R. Sallis (Eds.). Drama research methods: Provocations of practice. Rotterdam: Sense.
Fels, L. (2019). The Empty Chair: Remembering Home through Performative Inquiry. In S. Farquhar & E. Fitzpatrick (Eds.). Innovations in narrative and metaphor – methodologies and practices. Springer.
Fels, L. (2015). Performative Inquiry: 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. (2020). Performing Action Research: Stepping Forth into Leadership. In K. Clausen & G. Black (Eds.). The future of action research in education. Montreal, QUE: McGill-Queen’s University Press.
Searle, M. & Fels, L. (2018). Inseparability of practice: Contemplations on arts, assessment, and evaluation. Artizein, special issue on Arts Based and Contemplative Practice in Research and Teaching., 3 (1), 74-92.
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.
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: The Wonder of Learning though Improvisational Play. 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. (2004). Complexity, Teacher Education and the Restless Jury: Pedagogical Moments of Performance, Complicity: An International Journal of Complexity and Education, 1(1), 73–98. http://ejournals.library.ualberta.ca/index.php/complicity/article/view/8716/7036
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. & McGivern, L. (2002). Intertextual Play through Performative Inquiry: Intercultural Recognitions. Body and Language: Intercultural Learning Through Drama. G. Brauer (Ed.). Greenwood Academic. 19–35.
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.
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.
Performative Inquiry and Therapeutic Learning
Fels, L. (2020). Contact!Unload Revisited: Degrees of Separation. In G. Belliveau & M. Westwood, (Eds.) Soldiers performing self in CONTACT!UNLOAD: Innovations in theatre and counselling psychology. Vancouver, BC: UBC Press.
Frantzich K, Fels L. (2018) Embodied Theater Ecology: illuminating the gap through bridging Depth Psychology's encounter with Performative Inquiry. British Journal of Guidance & Counselling, 46(3), 272-281. http://dx.doi.org/10.1080/03069885.2017.1371668
Fels, L. (2016). Contact!Unload Revisited: Degrees of Separation. (99–112). In G. Belliveau & M. Westwood, (Eds.) Soldiers performing self in CONTACT!UNLOAD: Innovations in theatre and counselling psychology. Vancouver, BC: Faculty of Education, University of British Columbia. (Funded by Movember Foundation).
Performative Inquiry Through A Lens of Technology
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. 169-209.
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
Fels, L. & Ortiz, B., (2019).Pedagogy of Social Circus: Launching the Ball. In J.B. Spiegel & B. Ortiz (Eds.). The art of collectivity: Social transformation, ŒBuen Vivir and Ecuador’s social circus in global perspective McGill-Queens University Press.
Marcuse, J., Fels, L., Boydell, B. & Spiegel, JB. (2019).Through their Bodies, Eyes and Voices: Social Circus, social inquiry, and the politics of facilitating Œcollectivity. In J.B. Spiegel & B. Ortiz (Eds.). The art of collectivity: Social transformation, ŒBuen Vivir and Ecuador’s social circus in global perspective McGill-Queens University Press.
Fels, Lynn. (2018). Working the Margins of Community-Based Adult Learning: The Power of Arts-Making in Finding Voice and Creating Conditions for Seeing/Listening. Canadian Journal for the Study of Adult Education 30 (2). https://cjsae.library.dal.ca/index.php/cjsae/article/view/5461.
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).
Artists Speak is a compilation of research interviews with community-engaged artists. Included are two teaching videos, 'What Matters' and 'The Art of Listening', which introduce key concepts in arts for social change as defined by the artists interviewed. This site is an arts-based research creation and knowledge representation project, designed for artists, researchers, educators, and students interested in the interplay of arts, education, community engagement, and social justice.
Writing Research Beyond Prison Gates
Fels, L., Korchinski, M. Elwood Martin, R. (2019). Releasing hope—Women’s stories of transition from prison to community. Journal of Community Safety & Well-Being. (94-101) Journal of Community Safety & Well-Being, 4(4).
McLeod, K. E., Bergen, C., Roth, K., Latimer, C., Hanberg, D., Stitilis, B., Buxton, J.A., Fels, L., Oliffe, J.L., Myers, N., Leggo, C. & Martin, R. E. (2019). Participant-Driven Health Education Workshops With Men Transitioning From Prison to Community. (8-11) Health Promotion Practice, 20(1).
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.
Fels, L. (2018). Reimagining the Margins Through Arts. Working the margins of community-based adult learning: The power of arts-making in finding voice and creating conditions for seeing/listening. cjsae: the Canadian journal for the study of Adult Education, 30 (2). Special Issue, Book Review. 123-125.