Sarah Crinall
Biographic Data
| ID | 113202 |
|---|---|
| NAME | Sarah Crinall |
| GIVEN NAMES | Sarah |
| FAMILY NAME | Crinall |
| SIGNATURE | CRINALL S |
| AFFILIATIONS | Southern Cross University |
| ORCID | 0000-0003-4066-1324 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Decentring human emergences with bodyplace brute
Purpose This creative entry experiments with what becomes possible when the human is decentred in educational experiences and how virtual ∼ relational spaces provoke unexpected encounters that unsettle dominant, power-based boundaries in knowledge production. It highlights the quieter, softer, immanent productions of collaboration that bodies, places and brute relational disruptions enact as care. Design/methodology/approach On March 4th, the sec…
Zine-Making for Climate Justice Education: Pedagogical Reflections from an Arts-Based Workshop
Art-making has long been a feature of education and is increasingly being engaged to challenge normative perspectives in environmental education. This collaborative piece reflects on a creative pedagogy of zine-making for climate justice education based on the experiences of a zine/arts-making workshop held on Bundjalung Nation Country (so-called Kingscliff, Australia) for the annual retreat of The Sustainability, Environment, and the Arts in Edu…
Heartwork: Doing early childhood initial teacher education otherwise, disrupted with heart
Purpose At the heart of this article is the intention to do initial teacher education (ITE) with relationships and ethics-based decision-making placed first, so all involved can feel sustained by study, work and learning. This article pays close attention to a course that foregrounds Indigenous worldviews and sustainability to resist and disrupt neoliberal discourses. Design/methodology/approach Karen Martin's concept of coming alongside and Eliz…
Earth’s Love Letters: Locating loving pedagogies
Dear Reader∼Earth, How can we refuse education as a content machine stream? How can we love our more-than-human- selves out of the dark into education spaces that care? Instigated by a love letter to Earth, the collaborators in this ‘letter to the editors’ enter a correspon-dance with place about co-mentorship and sustenance. As a post-qualitative inquiry this piece resists mining the world for meaning, and instead, the authors (and Earth) creati…
Country conscious: Everyday attention to the changing climate of childhood with children and country
Children as worlding but not only: Holding space for unknowing and undoing, unfolding and ongoing
Worlding has been positioned as one way of considering how to attend and adapt to new imaginings of humanity in relation to other entities. In an act of living in places with other nonhuman beings, worlding offers a mode for naming these new spaces as central to a child's world-making. In this article, we explore the importance of noticing the ethics for staying with the trouble of worlding with children. This post-qualitative piece ruminates on …
Disruptions of Post-Qualitative Education Research: Tensions and Openings
This article speaks up for those who are feeling unheard as post-qualitative inquirers. It also speaks with hope, helpfully, to those in positions of supervision and mentorship to help student researchers work across post paradigms, becoming allies with those who are attempting to experiment with new theory, figurative forms, and processes. Addressing some of the tensions we have experienced between traditional qualitative and emerging post-quali…
Growing Communities in a Garden Undone: Worldly Justice, Withinness and Women
Where communities are ecological and humans are nature, ways of reimagining and regenerating communities as human and more, offer a timely response to the call of the Anthropocene for worldly justice. We, the authors, as women and mothers, look into time, place and space, harvesting our ‘becoming (undone)’ for the reader, seeded in the botanical world. Creeping and whispering, still and subtle, plant species are ever present in our survival yet o…
Writing, Haecceity, Data, and Maybe More
Postqualitative research offers opportunities for playful praxis-reconfiguring ways of writing, sharing, engaging in the physicality of data generation, the vitality of data matter, and the enactment of experimental forms of writing. In this article, data multiplicity is generated through an authorless haecceity of experimentation with and through writing. Taking a line of flight from an initial data event at a research conference workshop, the p…
Informal environmental learning: The Sustaining Nature of Daily Child/Water/Dirt Relations
This post-inquiry paper looks to the intimate matter of young children and their worlds outside of school. With new materialism, water and art as philosophical muse, a new kind of ‘sustaining nature’ for environmental education emerges, problematizing ‘sustainability’ as an aim. We gathered and exchanged short videos and field notes (iPhone artifacts) during morning and afternoon walks with young children in our everyday lives. In a playful momen…
Bodyplacetime: Painting and Blogging ‘Dirty, Messy’ Humannatured Becomings
Waterwatch and Art: ‘Creating’ Space for Students to Understand Science and Connect with Waterways
Writing, Haecceity, Data, and Maybe More
Postqualitative research offers opportunities for playful praxis-reconfiguring ways of writing, sharing, engaging in the physicality of data generation, the vitality of data matter, and the enactment of experimental forms of writing. In this article, data multiplicity is generated through an authorless haecceity of experimentation with and through writing. Taking a line of flight from an initial data event at a research conference workshop, the p…
Children as worlding but not only: Holding space for unknowing and undoing, unfolding and ongoing
Worlding has been positioned as one way of considering how to attend and adapt to new imaginings of humanity in relation to other entities. In an act of living in places with other nonhuman beings, worlding offers a mode for naming these new spaces as central to a child's world-making. In this article, we explore the importance of noticing the ethics for staying with the trouble of worlding with children. This post-qualitative piece ruminates on …
Informal environmental learning: The Sustaining Nature of Daily Child/Water/Dirt Relations
This post-inquiry paper looks to the intimate matter of young children and their worlds outside of school. With new materialism, water and art as philosophical muse, a new kind of ‘sustaining nature’ for environmental education emerges, problematizing ‘sustainability’ as an aim. We gathered and exchanged short videos and field notes (iPhone artifacts) during morning and afternoon walks with young children in our everyday lives. In a playful momen…
Waterwatch and Art: ‘Creating’ Space for Students to Understand Science and Connect with Waterways
Waterwatch and Art: ‘Creating’ Space for Students to Understand Science and Connect with Waterways
Bodyplacetime: Painting and Blogging ‘Dirty, Messy’ Humannatured Becomings
Informal environmental learning: The Sustaining Nature of Daily Child/Water/Dirt Relations
This post-inquiry paper looks to the intimate matter of young children and their worlds outside of school. With new materialism, water and art as philosophical muse, a new kind of ‘sustaining nature’ for environmental education emerges, problematizing ‘sustainability’ as an aim. We gathered and exchanged short videos and field notes (iPhone artifacts) during morning and afternoon walks with young children in our everyday lives. In a playful momen…
Growing Communities in a Garden Undone: Worldly Justice, Withinness and Women
Where communities are ecological and humans are nature, ways of reimagining and regenerating communities as human and more, offer a timely response to the call of the Anthropocene for worldly justice. We, the authors, as women and mothers, look into time, place and space, harvesting our ‘becoming (undone)’ for the reader, seeded in the botanical world. Creeping and whispering, still and subtle, plant species are ever present in our survival yet o…
Writing, Haecceity, Data, and Maybe More
Postqualitative research offers opportunities for playful praxis-reconfiguring ways of writing, sharing, engaging in the physicality of data generation, the vitality of data matter, and the enactment of experimental forms of writing. In this article, data multiplicity is generated through an authorless haecceity of experimentation with and through writing. Taking a line of flight from an initial data event at a research conference workshop, the p…
Disruptions of Post-Qualitative Education Research: Tensions and Openings
This article speaks up for those who are feeling unheard as post-qualitative inquirers. It also speaks with hope, helpfully, to those in positions of supervision and mentorship to help student researchers work across post paradigms, becoming allies with those who are attempting to experiment with new theory, figurative forms, and processes. Addressing some of the tensions we have experienced between traditional qualitative and emerging post-quali…
Children as worlding but not only: Holding space for unknowing and undoing, unfolding and ongoing
Worlding has been positioned as one way of considering how to attend and adapt to new imaginings of humanity in relation to other entities. In an act of living in places with other nonhuman beings, worlding offers a mode for naming these new spaces as central to a child's world-making. In this article, we explore the importance of noticing the ethics for staying with the trouble of worlding with children. This post-qualitative piece ruminates on …
Earth’s Love Letters: Locating loving pedagogies
Dear Reader∼Earth, How can we refuse education as a content machine stream? How can we love our more-than-human- selves out of the dark into education spaces that care? Instigated by a love letter to Earth, the collaborators in this ‘letter to the editors’ enter a correspon-dance with place about co-mentorship and sustenance. As a post-qualitative inquiry this piece resists mining the world for meaning, and instead, the authors (and Earth) creati…
Country conscious: Everyday attention to the changing climate of childhood with children and country
Decentring human emergences with bodyplace brute
Purpose This creative entry experiments with what becomes possible when the human is decentred in educational experiences and how virtual ∼ relational spaces provoke unexpected encounters that unsettle dominant, power-based boundaries in knowledge production. It highlights the quieter, softer, immanent productions of collaboration that bodies, places and brute relational disruptions enact as care. Design/methodology/approach On March 4th, the sec…
Zine-Making for Climate Justice Education: Pedagogical Reflections from an Arts-Based Workshop
Art-making has long been a feature of education and is increasingly being engaged to challenge normative perspectives in environmental education. This collaborative piece reflects on a creative pedagogy of zine-making for climate justice education based on the experiences of a zine/arts-making workshop held on Bundjalung Nation Country (so-called Kingscliff, Australia) for the annual retreat of The Sustainability, Environment, and the Arts in Edu…
Heartwork: Doing early childhood initial teacher education otherwise, disrupted with heart
Purpose At the heart of this article is the intention to do initial teacher education (ITE) with relationships and ethics-based decision-making placed first, so all involved can feel sustained by study, work and learning. This article pays close attention to a course that foregrounds Indigenous worldviews and sustainability to resist and disrupt neoliberal discourses. Design/methodology/approach Karen Martin's concept of coming alongside and Eliz…
Posthumanist Ethics and Activism (11 works) · Sociology (8 works) · Art (6 works) · Aesthetics (5 works) · Geographies of human-animal interactions (5 works) · Epistemology (4 works) · Philosophy (4 works) · Political science (4 works) · Psychology (4 works) · Children's Rights and Participation (3 works)