Sally Campbell Pirie

I was lucky enough to have selected pieces from the Crowbird project appearing in a virtual show at the Burnett Gallery in Amherst, MA this spring, alongside the stunning work of fellow Valley artist May Emery. While the larger project is an arts-based inquiry into the lives of children and their families during COVID, the pieces I included here are specifically about women and their children encountering intimate partner violence during the pandemic. In these analyses I focus on the drama of destruction and repair, and most of all the redemptive circuitry of love.

The songbirds, crows, and cowbirds that make up the majority of the images in Crowbird are metaphors for the clever resiliencies of vulnerable people. All of the images in Crowbird are created as old fashioned pen and ink drawings, and are then scanned, enlarged, and run as large full color prints. These prints are then torn into small pieces and painstakingly reassembled using a variety of repair techniques. If you look closely you can see the seams.

You can see the little show until the end of May 2023 here: https://www.joneslibrary.org/virtualburnett

Oh my goodness! I was interviewed for a very fancy podcast a few weeks ago and here it has emerged, just in time for Pride. It’s about art, and how to do research with children, about hard conversations, about decolonising our practices, about joyful awkwardness, about transformation and about healing. Have a listen.

S2 Ep. 19 Exploring PRIDE in HPP: Comics-Based Research with Sally Campbell Galman

In this episode, Dr. Campbell Galman helps us explore their new paper and the role of comics. They explain the process of moving from words to image, as well as the nuances of working with children. She describes wedges as simple machines for transgender and gender diverse children to tell their stories.

This episode features the article “Wedges: Stories as Simple Machines” by Sally Campbell Galman.

https://anchor.fm/health-promotion-practice/episodes/S2-Ep–19-Exploring-PRIDE-in-HPP-Comics-Based-Research-with-Sally-Campbell-Galman-e1jjvq9/a-a82lnu1

Stop barking up the tree that doesn’t care. Make art. Let go. Be healed.

I am so pleased to be a member of the incoming editorial team of the journal Pedagogy, Culture & Society, along with my colleagues Dr. Yuwei Xu, Dr. Vina Adriany, Professor Deevia Bhana, Professor Elizabeth Walton, and Professor Volker Wedekind. I was actually conducting a visiting workshop at the University of Nottingham with Dr. Xu when we got the news! We were able to celebrate in person.

A little bit about the journal itself:

Pedagogy, Culture & Society is a fully-refereed international journal that seeks to provide an international forum for pedagogical discussion and debate.

We are particularly interested in articles that raise questions about the taken-for-granted in pedagogy as understood within a cultural and social context. We do not generally accept papers that simply report findings; we are focused more on the philosophical than on the purely empirical.

We do not publish work that is predominantly or entirely quantitative in focus or that is essentially psychological in nature. We do not accept articles that focus on the content review of textbooks, unless the work puts that analysis into a broader context to include substantial debate about pedagogy.

Our beliefs about pedagogical debate include the following broad parameters which should be reflected in your work, where relevant:

Pedagogical debate is not restricted by geographical boundaries: its participants are the international educational community and its proceedings appeal to a worldwide audience.  It is not the preserve of teachers, politicians, academics or administrators but requires open discussion.

Pedagogical debate is eclectic and interdisciplinary: it draws on a wide range of different intellectual and practical traditions to clarify core problems and sustain deliberation.

Pedagogical debate should take account of the different cultural conditions ranging from the ‘post-colonial’ condition of many African and Asian countries to the ‘post-centralised’ condition of Eastern Europe and the ‘post-modern’ condition of Western liberal democracies.  It should not be assumed by authors that readers will reside in the global north.

Pedagogy, Culture & Society is abstracted/indexed in: Academic Search; ArticleFirst; Australian Education Index; British Education Index (BEI); CSA Sociological Abstracts; Current Abstracts; Dietrich’s Index Philosophicus; Education Research Complete; Education Research Index; Education Resources Information Center (ERIC); Educational Administration Abstracts; Educational Research Abstracts online (ERA); Education Source; Emerging Sources Citation Index ( ESCI); European Reference Index for the Humanities; International Bibliography of Periodical Literature (IBZ); International Bibliography of Book Reviews of Scholarly Literature on the Humanities and Social Sciences (IBR); ProQuest Education Journals; Research into Higher Education Abstracts; SCOPUS®; SocINDEX; Studies on Women and Gender Abstracts.