The Possible’s Slow Fuse is a scholarly dialogue series organized by the Centre for Imagination in Research, Culture & Education (CIRCE) and the Research Hub of the Faculty of Education. Our 2020 series offers four stimulating discussions about the nature and role of imagination in research and education, facilitated by scholars from diverse fields in education - arts, indigeneity, technology, teacher education, mathematics, and aesthetics. We invite you to bring your ideas and questions, and share and celebrate learning and discovery together.


The Vital Role of Indigenous Imagination in Transformative Reconciliation

Central to transformative reconciliation and Indigenous resurgence is a revaluation of Indigenous knowledge traditions in Canadian society, and especially in our education systems. This impels us to ask: How do Indigenous knowledge holders hold knowledge? And how is that process embodied and enacted within Indigenous education? Images play a key role in the participatory pedagogies through which Indigenous knowledge systems grow and flourish, especially as they inform and guide the work of making or poesis. Artists are a vital part of those systems, because the images with which they work, and which they give concrete form, are packed with knowledge. Reconciliation and resurgence can thus be seen as profoundly imaginative and artistic educational processes whose reach extends to our most everyday interactions and material realities.

“Imagination has a place because imagination IS a place, and because everything is connected to everything else, the encounter with imagination is a living communication within a sentient landscape." (Dan Longboat & Joe Sheridan)

“Images are compressed complexities” (David Hunt). 

"All the objects used in everyday life, including the simplest and most ordinary ones, are, so to speak, crystallized imagination.” (Lev Vygotsky)

Dr. Vicki Kelly

March 4, 2020 | 1:30-3:00 p.m.
EDB 7610, Education Building
SFU Burnaby Campus

Becoming Defractive as Practitioners

Since Donald Schön’s seminal address to the American Educational Research Association in 1987, reflective practice has become a cornerstone in teacher education. Indeed, reflective practice, and other forms of practitioner inquiry, can be transformative and emancipatory, empowering teachers as producers of local knowledge and agents of change within schools. Karen Barad however, invites us to displace reflection as the dominant model of inquiry, and consider diffraction as a guiding metaphor. Whereas reflective practice is based on the assumption that teachers are stable agential subjects who have the capacity to generate and act on representations of pre-existing realities, diffractive methods are situated within a relational ontology, in which reality and subjectivities are viewed as continuously re/constituted through material entanglements. During this gathering we will  explore how we might be/come diffractive practitioners. 

Dr. Cher Hill

May 6, 2020 | 1:30-3:00 p.m.

EDB 8515, Research Hub
SFU Burnaby Campus

Mathematizing Social Issues to Imagine a Different World

Can mathematics be used to imagine alternative approaches to problematic social issues? I propose that mathematizing aspects of our social world can help us not only to identify hidden problems, but also to formulate alternative conceptions of their causes and possible solutions. This talk will report on my study of teaching high school mathematics classes on the topic of gerrymandering, as a demonstration of how mathematics can raise awareness and imagination.

Dr. Sean Chorney

September 30, 2020 | 1:30-3:00 p.m.

EDB 8515, Research Hub
SFU Burnaby Campus


Reimagining Research as Performance

Dr. Fels is a Profession in Arts Education in the Faculty of Education, SFU. Her research focuses on performative inquiry, arts for social change, arts as learning, performative writing, and arts-based research. 

Saliha Bava, Ph.D. is an Associate Professor at Mercy College, New York, USA. Dr. Bava is a researcher of play and relational processes. She researches how individuals improvise with each other within educational, training, or work contexts.

They are currently co-investigators in a research project that explores how community is created through shared experiences of creative play, improvisation, and collaboration.

Dr. Lynn Fels & Saliha Bava

February 6, 2020 | 1:30-3:00 p.m.
Room 5080, SFU Surrey Campus