Susan Walsh

Permanent URI for this community

https://hdl.handle.net/10587/1351
Dr. Walsh's research and teaching interests include:
  • Female teachers—their subjectivities and experiences (women and difficult experiences in teaching; internationally educated female teachers), feminist poststructuralist theory
  • Innovative forms of research (arts-based research, writing as a process of inquiry, poetic inquiry, memory work/collective biography)
  • Contemplative inquiry, contemplative pedagogy, mindfulness, embodied and relational ways of being and knowing

Dr. Walsh's faculty profile can be found here

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Browsing Susan Walsh by Title

Now showing 1 - 10 of 24
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    Arts-based and contemplative practicies in research and teaching: Honoring presence
    (New York: Routledge., 2015) Walsh, S.; Bickel, B.; Leggo, C.
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    being-with, letting go: mindfulness
    (2003) Walsh, Susan
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    “But are we going to deal with the hard questions?”: Waves of Compassion in Halifax Regional Municipality
    (2014) Walsh, Susan; Gonzalez, Fabiana; Joy, Philip; MacCaulay, Kim
    Within broader social concern about compassion and learning to live well together in the world, a non-profit community-based organization called Waves of Compassion has emerged in Halifax Regional Municipality (HRM) in Nova Scotia, Canada. In this article, we explore how compassion relates to some “hard questions” that have arise for the organization—questions related to issues of marginalization and inclusivity: for example, what it might mean to “walk in another’s shoes,” particularly when that person or group of people is different from you in terms of age, race, ethnicity, sexual orientation, socioeconomic status, or citizenship. We also wonder what role the Waves organization might take up in terms of action and/or practice with regard to transforming inequity and promoting inclusivity in the community. We consider such questions in the context of data derived from a recent survey that Waves of Compassion undertook. We integrate found poems (many of which are derived from the survey data) and expository writing as means of underlining what some writers have said about compassion—that it involves both emotions and rational thought, the undoing of sharp distinctions between the two. We see compassion as a form of practice where boundaries and separations might be dissolved (at least at times) through being and knowing in different ways.
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    Deterritorializing collective biography
    (2012) Gannon, Susanne; Walsh, Susan; Byers, Michele
    This paper proposes a new move in the methodological practice of collective biography, by provoking a shift beyond any remnant attachment to the speaking/ writing subject towards her dispersal and displacement via textual interventions that stress multivocality. These include the use of photographs, drama, and various genres of writing. Using a story selected from a collective biography workshop on sexuality and schooling, we document how we work across and among texts, thereby widening and shifting interpretive and subjective spaces of inquiry. We also consider how Deleuze and Guattari’s notions of territorialization/deterritorialization and the nomadic subject might be useful in theorizing such methodological moves in collective biography and our own investments in them.
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    "Expectation" and Teaching: Mirrors, Bridges and the Space-Between
    (English Quarterly, 2000) Walsh, Susan
    I had begun teaching this course on the heels of my doctoral candidacy examination; one of the texts that I had read in preparation was Parker Palmer's The Courage to Teach (1998). I have taught a number of undergraduate teacher education courses over the past ten years, and I am always keenly aware of the students' desire for practical ideas that they can use during their field experience and after. While I would like to say that I can appreciate their desire for this kind of learning, I have to say, in retrospect, that I don't think I respected it enough--at least in the sense of trying to understand on a deeper level where this need comes from.(4) I decided instead to start the course off with a reading from Palmer--in particular, the first few pages where he establishes his belief that we must be concerned with the "who" that teaches--and not just the "what" and the "how" of teaching. I determined that I would impress upon the students that the purpose of the course was not just to collect a bag of practical techniques for the classroom, that we must get beyond this--and that the course would be an opportunity for them to take time with the "who" that would be teaching, a chance to find out what she or he already thought and felt about teaching, especially at taken-for-granted levels, and a chance to learn how to take care of that "who." And thus we began.
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    Holographing the page
    (1996) Luce-Kapler, R.; Walsh, Susan