Kathleen A Hare
Biographic Data
| ID | 759237 |
|---|---|
| NAME | Kathleen A Hare |
| GIVEN NAMES | Kathleen A |
| FAMILY NAME | Hare |
| SIGNATURE | HARE K A |
| AFFILIATIONS | University Canada West |
| ORCID | 0000-0001-8542-4416 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
‘We’re not supposed to bring our sexuality in, right
This study traces how sex educators learn to inhabit professionalism through sexlective disembodiment— a process of withdrawing their sexual selves from the classroom context, while simultaneously positioning gender as the sanctioned expression of educator selfhood. Drawing on body-maps created during a community-based training program in Vancouver, Canada, the analysis examines how professional legitimacy is learned through bodily regulation acr…
Say more?” Refusal, resonance, and the feminist ear in academic review
In this arts-based inquiry, we explore how feminist ways of being can shape and reshape the practice of academic review. Drawing on experiences of being reviewed, we story moments of discomfort where we were pushed to “say more” or offer more of ourselves (e.g. about our identities, femininity, and trauma) by academic peers in response to sharing embodied or reflexive work. We focus on key moments when we balked, felt hesitance and/or declined th…
‘A one-day stand’
In this paper, I discuss how guest sexual health educators assess, value, and use of time in sexual health education. Drawing on a subset of findings from a larger sensory ethnographic study conducted in British Columbia, Canada, I explore guest educators’ sense-making of what is and can be included in K-12 sexual health education – and what must be cast aside – given the time and other constraints of public education. I contribute two fine-grain…
Freighted Friendships to Phony Flowers
Background: This paper analyzes a remembered shared experience of cocurricular designing and coteaching an experiential learning pilot project in a university study abroad program (SAP) that emphasized social justice. Purpose: We look back because the pilot program is a significant demonstration of what complexities can arise when feminist educators bring their own politics and pedagogies to experiential learning and study abroad education contex…
Sandpaper. Yeah.”
In this arts-informed inquiry, I examine Canadian sex educators’ embodied sense-making of comprehensive sexual health education (CSHE). I seek to understand how educators use their bodies to negotiate contested pedagogical terrain in order to gain insights into conflicting patterns observed in the literature, as well as to challenge how educators’ personal pedagogies may be implicated in uneven enactments of CSHE. Using sensory ethnographic princ…
‘I take them on as if facts in a book’
Through a visual essay, the author explores the intersection of trauma and sexual health education (SHE) using art-based expressions from an ethnographic exploration of novice educators’ embodied experiences of SHE training. In particular, the author examines educators’ engagements with two forms of trauma: (1) self-trauma: trauma personally experienced by sex educators and (2) trauma transposition: other individuals’ disclosures of past harms to…
The ins and outs of bodies
In this scholarship, I present insights from a sensory ethnographic study on novice educators’ embodied experiences of learning to teach sex education. I query how educators sense-make their role as knowledgeable sex educators in relation to the official and erotic discourses of sex education, and examine the experiential divisions between these discourses. Employing an arts-based approach to data generation and interpretation, my central argumen…
“Institutionalized States of Information Abstinence”
In this study, I provide applied examples of using cut-up poetic inquiry as an arts-based research method for analyzing erasure poetry. The erasure poetry was composed by five poet-participants and me during a sensory ethnography that explored embodied experiences of a sexual educator training program. I first overview erasure poetics in the context of sexuality education. I explain how erasure poetry as method can interrupt authoritative proclam…
Come Scream with Me
In this paper, we apply a scholarly lens to ‘screaming into the void,’ especially in response to similarly intense moments of lived experience as emergent feminist and literacy education scholars. Together, we produce storied soundscapes of screaming – a kind of cartography that we call feminist ‘screamscapes’, largely in response to our experience as cruel optimist early academics. We understand our screamscapes as feminist snaps, or breaking po…
Collecting Sensorial Litter
In this three-part narrative paper, I put forward 'collecting sensorial litter' as an innovative method for helping ethnographers reflexively grapple with complicated corporeality during fieldwork. First, I highlight the continued need for experimentation with body-based reflexive methods that can help capture the messiness of ethnographers' experiences, especially for sensuous, embodied forms of ethnography. Second, I use theories of intensity a…
Navigating gender and sexuality in the classroom
Revisualising ‘porn’
The Internet offers an invaluable opportunity to re-imagine ideas, constructs and disciplines to create innovative sexual health promotion interventions. To gain insight into what young adults (aged 19-28) may be seeking in online sexual resources and approaches, this study explored how young people perceived their sexual health to be influenced by their consumption of the highly utilised sexual medium of Sexually Explicit Internet Movies [SEIM].…
Troubling the boundaries
Policy scoping reviews are an effective method for generating evidence-informed policies. However, when applying guiding methodological frameworks to complex policy evidence, numerous, unexpected challenges can emerge. This paper details five challenges experienced and addressed by a policy trainee-led, multi-disciplinary research team, while conducting a scoping review of youth Human Immunodeficiency Virus and Hepatitis C primary and secondary p…
Collecting Sensorial Litter
In this three-part narrative paper, I put forward 'collecting sensorial litter' as an innovative method for helping ethnographers reflexively grapple with complicated corporeality during fieldwork. First, I highlight the continued need for experimentation with body-based reflexive methods that can help capture the messiness of ethnographers' experiences, especially for sensuous, embodied forms of ethnography. Second, I use theories of intensity a…
The ins and outs of bodies
In this scholarship, I present insights from a sensory ethnographic study on novice educators’ embodied experiences of learning to teach sex education. I query how educators sense-make their role as knowledgeable sex educators in relation to the official and erotic discourses of sex education, and examine the experiential divisions between these discourses. Employing an arts-based approach to data generation and interpretation, my central argumen…
Revisualising ‘porn’
The Internet offers an invaluable opportunity to re-imagine ideas, constructs and disciplines to create innovative sexual health promotion interventions. To gain insight into what young adults (aged 19-28) may be seeking in online sexual resources and approaches, this study explored how young people perceived their sexual health to be influenced by their consumption of the highly utilised sexual medium of Sexually Explicit Internet Movies [SEIM].…
Troubling the boundaries
Policy scoping reviews are an effective method for generating evidence-informed policies. However, when applying guiding methodological frameworks to complex policy evidence, numerous, unexpected challenges can emerge. This paper details five challenges experienced and addressed by a policy trainee-led, multi-disciplinary research team, while conducting a scoping review of youth Human Immunodeficiency Virus and Hepatitis C primary and secondary p…
Navigating gender and sexuality in the classroom
Collecting Sensorial Litter
In this three-part narrative paper, I put forward 'collecting sensorial litter' as an innovative method for helping ethnographers reflexively grapple with complicated corporeality during fieldwork. First, I highlight the continued need for experimentation with body-based reflexive methods that can help capture the messiness of ethnographers' experiences, especially for sensuous, embodied forms of ethnography. Second, I use theories of intensity a…
“Institutionalized States of Information Abstinence”
In this study, I provide applied examples of using cut-up poetic inquiry as an arts-based research method for analyzing erasure poetry. The erasure poetry was composed by five poet-participants and me during a sensory ethnography that explored embodied experiences of a sexual educator training program. I first overview erasure poetics in the context of sexuality education. I explain how erasure poetry as method can interrupt authoritative proclam…
Come Scream with Me
In this paper, we apply a scholarly lens to ‘screaming into the void,’ especially in response to similarly intense moments of lived experience as emergent feminist and literacy education scholars. Together, we produce storied soundscapes of screaming – a kind of cartography that we call feminist ‘screamscapes’, largely in response to our experience as cruel optimist early academics. We understand our screamscapes as feminist snaps, or breaking po…
Freighted Friendships to Phony Flowers
Background: This paper analyzes a remembered shared experience of cocurricular designing and coteaching an experiential learning pilot project in a university study abroad program (SAP) that emphasized social justice. Purpose: We look back because the pilot program is a significant demonstration of what complexities can arise when feminist educators bring their own politics and pedagogies to experiential learning and study abroad education contex…
Sandpaper. Yeah.”
In this arts-informed inquiry, I examine Canadian sex educators’ embodied sense-making of comprehensive sexual health education (CSHE). I seek to understand how educators use their bodies to negotiate contested pedagogical terrain in order to gain insights into conflicting patterns observed in the literature, as well as to challenge how educators’ personal pedagogies may be implicated in uneven enactments of CSHE. Using sensory ethnographic princ…
‘I take them on as if facts in a book’
Through a visual essay, the author explores the intersection of trauma and sexual health education (SHE) using art-based expressions from an ethnographic exploration of novice educators’ embodied experiences of SHE training. In particular, the author examines educators’ engagements with two forms of trauma: (1) self-trauma: trauma personally experienced by sex educators and (2) trauma transposition: other individuals’ disclosures of past harms to…
The ins and outs of bodies
In this scholarship, I present insights from a sensory ethnographic study on novice educators’ embodied experiences of learning to teach sex education. I query how educators sense-make their role as knowledgeable sex educators in relation to the official and erotic discourses of sex education, and examine the experiential divisions between these discourses. Employing an arts-based approach to data generation and interpretation, my central argumen…
‘A one-day stand’
In this paper, I discuss how guest sexual health educators assess, value, and use of time in sexual health education. Drawing on a subset of findings from a larger sensory ethnographic study conducted in British Columbia, Canada, I explore guest educators’ sense-making of what is and can be included in K-12 sexual health education – and what must be cast aside – given the time and other constraints of public education. I contribute two fine-grain…
‘We’re not supposed to bring our sexuality in, right
This study traces how sex educators learn to inhabit professionalism through sexlective disembodiment— a process of withdrawing their sexual selves from the classroom context, while simultaneously positioning gender as the sanctioned expression of educator selfhood. Drawing on body-maps created during a community-based training program in Vancouver, Canada, the analysis examines how professional legitimacy is learned through bodily regulation acr…
Say more?” Refusal, resonance, and the feminist ear in academic review
In this arts-based inquiry, we explore how feminist ways of being can shape and reshape the practice of academic review. Drawing on experiences of being reviewed, we story moments of discomfort where we were pushed to “say more” or offer more of ourselves (e.g. about our identities, femininity, and trauma) by academic peers in response to sharing embodied or reflexive work. We focus on key moments when we balked, felt hesitance and/or declined th…
Sociology (9 works) · Psychology (7 works) · Art (6 works) · Embodied cognition (6 works) · Gender Studies (6 works) · Gender Roles and Identity Studies (5 works) · Human sexuality (4 works) · Literature (4 works) · Pedagogy (4 works) · Philosophy (4 works)