Selected Academic Publications
Single Authored Book
Springgay, S. (2008). Body knowledge and curriculum: Pedagogies of touch in youth and visual culture. New York, NY: Peter Lang.
Springgay, S. & Truman, S. E. (Forthcoming). Walking and the more-than-human: WalkingLab. London, UK: Routledge.
Springgay, S. (Ed). (2012). Diane Borsato. Toronto, ON: Art Gallery of York University Press.
Springgay, S. & Freedman, D. (Eds). (2012). Mothering a bodied curriculum: Emplacement, desire, affect. University of Toronto Press.
Springgay, S. & Freedman, D. (Eds). (2007). Curriculum and the cultural body. New York, NY: Peter Lang.
Peer Reviewed Journal Articles
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. (2016). Stone Walks: inhuman animacies and queer archives of feeling Discourse. Critical Studies in Education.
Springgay, S. & Zaliwska, Z. (2016). Learning to be affected: Matters of pedagogy in
the artists’ soup kitchen. Educational Philosophy and Theory.
Zaliwska, Z. & Springgay, S. (2015). Diagrams and cuts: A materialist approach to research-creation. Cultural Studies < -> Critical Methodologies, 15 (2) 136-144.
Springgay, S. (2015). Centre for Incidental Activisms (CIA #2). Journal of Curatorial Studies, 4 (2), 333-336.
Springgay, S. (2014). Olafaction: On learning through the nose. Visual Arts Research, 40 (1), 127-128.
Rotas, N. & Springgay, S. (2014). How do you make a classroom operate like a work of art? Deleuzeguattarian methodologies of research-creation. International Journal of Qualitative Studies in Education.
Rotas, N. & Springgay, S. (2013). ‘You Go To My Head’: art, pedagogy and a politics to come. Pedagogies, 8 (3), 278-290.
Hagedorn, A., & Springgay, S. (2013) ‘Making Our Way Through’: DIY and Crafting Communities in Toronto. Craft Research, 4 (1), 11-30.
Springgay, S. (2011) “The Chinatown Foray” as sensational pedagogies. Curriculum Inquiry, 41 (5), 636-656.
Springgay, S., Hatza, N., O’Donald, S. (2011). “Crafting is a luxury that many women can’t afford”: Campus knitivism and an aesthetic of civic engagement. International Journal of Qualitative Studies in Education, 24 (5), 607-614.
Springgay, S. (2011). The Ethicoaesthetics of Affect and a Sensational Pedagogy, Journal of the Canadian Association for Curriculum Studies.
Bickel, B., Springgay, S., Beer, R., Irwin, R. L., Grauer, K. & Gu, X. (2011). A/r/tographic Collaboration as Radical Relatedness, International Journal of Qualitative Methods, 10(1), 86-102.
Springgay, S. (2010). Knitting as an aesthetic of civic engagement: Re-conceptualizing feminist pedagogy through touch. Feminist Teacher, 20 (2), 111-123.
Springgay, S. (2009). Cookies for peace and a pedagogy of corporeal generosity. Review of Education, Pedagogy, and Cultural Studies, 31 (1), 74-93.
Springgay, S. (2009). The fantastical body and the vulnerability of comfort: Alternative models for understanding “body image”. Alberta Journal of Educational Research, 55 (1), 1-15.
Springgay, S. & Freedman, D. (2009). M/othering a bodied curriculum. Journal of Curriculum Theorizing, 25 (2), 25-37.
Springgay, S. (2008). An ethics of embodiment, civic engagement, and a/r/tography. Educational Insights, 12 (2)
Springgay, S. (2008). Corporeal pedagogy and contemporary video art. Art Education, 61 (2), 18-24.
Springgay, S. (2008). An intimate distance: Youth interrogations of intercorporeal cartography as visual narrative text, Visual Arts Research, 33 (65), 38-48. Reprinted.
Springgay, S. (2006). Small gestures of the un/expected and the thingness of things, Arts and Learning Research Journal, 22 (1), 163-183.
Springgay, S. (2005). Thinking through bodies: Bodied encounters and the process of meaning making in an email generated art project, Studies in Art Education, 47 (1), 34-50.
Refereed Chapters in Books
Springgay, S. (2016). Meditating with bees: Weather bodies and a pedagogy of movement. In N. Snaza, D. Sonu, S. E. Truman, & Z. Zaliwska (Eds.). Pedagogical matters: New materialism and curriculum studies. NY: Peter Lang.
Truman, S., E. & Springgay, S. (2015). The primacy of movement in research-creation: New materialist approaches to art research and pedagogy. In T. Lewis (Ed.). Art’s Teaching, Teaching’s Art (pp. 151-164). New York, NY: Springer.
Truman, S., E. & Springgay, S. (2016). Propositions for walking research (pp. 259-267). In Powell, K., Bernard, P. & L. Mackinley (Eds). International handbook for intercultural arts. New York, NY: Routledge.
Springgay, S. (2014). Aproximate-rigorous-abstractions: Propositions of activation for posthumanist research. In N. Snaza & J. Weaver (Eds). Posthumanism and educational research, (pp. 76-90). NY: Routledge.
Springgay, S. (2013). How to be an artist by night: Critical public pedagogy and double ontology. In J. Sandlin, M. O’Malley, & J. Burdick (Eds). Problematizing Public Pedagogy Handbook. (pp. 133-148). New York, NY: Routledge.
Springgay, S. & Freedman, D. (2010). Sleeping with cake and other touchable encounters. In E. Malewski (Ed.). Curriculum Studies—Next Moments: Exploring Post-reconceptualization (pp. 228-239). New York, NY: Routledge.
Springgay, S. & Freedman, D. (2010). Breasted bodies and pedagogies of excess: Towards a materialist theory of becoming mother. In B. Shultz, J. Sandlin & J. Burdick (Eds.). Public pedagogy: Education and learning beyond schooling (pp. 351-365). New York, NY: Routledge.
O’Donald, S., Hatza, N., & Springgay, S. (2010). The knitivism club: Feminist pedagogies of touch. In B. Shultz, J. Sandlin & J. Burdick (Eds.). Public pedagogy: Education and learning beyond schooling (pp. 327-333). New York, NY: Routledge.
Triggs, V., Irwin, R., Beer, R., Grauer, K., Springgay, S. & Gu X. (2010). The city of Richgate: Decentered public pedagogy. In B. Shultz, J. Sandlin & J. Burdick (Eds.). Public pedagogy: Education and learning beyond schooling (pp. 299-313). New York, NY: Routledge.
Bergman, N., Lucero, J., Springgay, S. & Gershon, W. (2009). Urban literacy, exchange and an aesthetic of civic engagement: Towards a curriculum and pedagogy of presence. In J. Burdick, J. A. Sandlin & T. Daspit, T. (Eds.). Complicated conversations and confirmed commitments: Revitalizing education for democracy (pp. 85-99). Troy, NY: Educator's International Press.
Springgay, S., Irwin, R., & Kind, S. (2008). A/r/tographers and living inquiry. In A. Cole and G. Knowles (Eds.). Handbook of the arts on qualitative research (pp. 83-91). New York, NY: Sage.
Springgay, S. (2008). Nurse-In: Breastfeeding and a/r/tographical research. In M. Cahnmann & R. Siegesmund (Eds.). Arts based research in education (pp. 137-140). New York, NY: Routledge.
Articles Published in art publications:
Springgay, S. (2015). Working with children as pedagogies of refusal. Reprint. Breach Magazine, 3, http://www.breachmagazine.ca/working-with-children.
Springgay, S. (2015). Working with children as pedagogies of refusal. Toronto: YYZ Books.
Springgay, S. (Autumn 2013). The pedagogical impulse: Aberrant residencies and classroom ecologies. C magazine for art and culture.
Springgay, S. (2012). “Nightwalks with teenagers”. Visual Arts News, Spring, 14-15.
Springgay, S. (March 2011). “Summerhill revised”: Contemporary art and pedagogy. C magazine for art and culture.
Springgay, S. (2010). ‘The Lactation Station’ and a feminist pedagogy of touch. n.paradoxa, 26, 59-65.