Journal Articles

McLeod, K. E., Bergen, C., Roth, K., Latimer, C., Hanberg, D., Stitilis, B., Buxton, J.A., Fels, L., Oliffe, J.L., Myers, N., Leggo, C. & Martin, R. E. (2019). Participant-Driven Health Education Workshops With Men Transitioning From Prison to Community. Health Promotion Practice, 20(1), 8–11.  https://doi.org/10.1177/1524839918816328

Fels, L. (2018). A Rose is A Rose is a Rose. In Sean Weibe (Ed.). Curriculum as playlist: Responses of synopsis and expansion. Journal of Curriculum and Pedagogy, 15 (1). (collection of writings by individual scholars to create a playlist) https://doi.org/10.1080/15505170.2018.1437578  

Frantzich, K. & Fels, L. (2018). Embodied Theater Ecology: Illuminating the Gap through Bridging Depth Psychology’s Encounter with Performative Inquiry. British Journal of Guidance & Counselling. 46(3) 272-281. http://dx.doi.org/10.1080/03069885.2017.1371668

Ruth Elwood Martin, Mo Korchinski, Lynn Fels, & Carl Leggo. (2017). Arresting Hope: Women Taking Action in Prison Health Inside Out, Cogent Arts & Humanities, 4(1) 1352156. https://doi.org/10.1080/23311983.2017.1352156.    

Janssen, P., Martin, R.M., Korchinski, M., Desmarais, S., Albert, A., Condello, L., Buchanan, M., Granger-Brown, A., Ramsden, V., Fels, L., Buxton, J., Leggo, C. (2017). Factors that support successful transition to the community among women leaving prison in British Columbia: a retrospective cohort study using participatory action research. CMAJ OPEN, 5(3). E717–E723.    

Fraser, P., Harrison F., Fels, L. (2017). A Walk, a Question, and Missives from the West Coast. Video Dispatch. Studies in Social Justice, 11(2), Special Themed Issue. Visual Research and Social Justice. https://brock.scholarsportal.info/journals/SSJ/article/view/1516

Wiebe, S., Fels, L., Snowber, C., Guiney Yallop, J., Leggo, C., Richardson, P., Honein, N., Faulkner, S. & Dark, K.  (2016). Poetic Inquiry of and on Play. Canadian Society for the Study of Education/Société canadienne pour l'étude de l'éducation. 39 (3) 1-26.

Fels, L. (2016). Performing Leadership: John Cage’s 4’33” Reprise. LEARNing Landscapes, 9(2), 213–228.

Nilson, M. Fels, L. & Gopaul, B. (2016). Performing Leadership: Use of Performative Inquiry in Teaching Organizational Theories. Journal of Leadership Education, 15(3). 170–186. DOI:1012806/V15/13/R7.    

Yassi A, Spiegel JB, Lockhart K, Fels L, Boydell K, Marcuse J. Ethics in Community-University-Artist Partnered Research: Tensions, Contradictions and Gaps Identified in an ‘Arts for Social Change’ Project. Journal of Academic Ethics. (2016). Online first available at http://link.springer.com/article/10.1007/s10805-016-9257-7?wt_mc=internal.event.1.SEM.ArticleAuthorOnlineFirst

McLarnon, M., Richardson, P., Wiebe, S., Balsawer, V., Binder, M., Browning, K., Conrad, D., Fels, L., Gouzouasis, P., Human, A., Kim, E. A., Leggo, C., Lemieux, A., Mantas, K., Meyer, K., Morelli, S., Nellis, R., Vaudrin-Charette, J. (2015). The School Bus Symposium: A Poetic Journey of Co-created Conference Space. Art Research International: A transdisciplinary Journal, 1(1), 144–173.  https://ejournals.library.ualberta.ca/index.php/ari/article/view/25543.

Fels, L. & Ricketts K.  (2015). BodyHeat Encounter: Performing Technology in Pedagogical Spaces of Surveillance and Intimacy. International Journal of Education 16(9), 1–24.

Meyer, K. & Fels, L. (2014). Imagining Education: An Arendtian Response to An Inmate’s Question. Canadian Journal of Education, 36(3), 1–19.

Women Writing Women Collective. (2014). Learning wisdom through collectivity: the Women Writing Women Collective. NASPA Journal About Women in Higher Education, 7(1).

Fels, L., (2013). Catching my breath: In full flight over the prairies. Emotion, Space and Society, 11, 52-60.

Fels, L. (2012). Collecting Data Through Performative Inquiry: A Tug on the Sleeve. Youth Theatre Journal, 26(1), 50–60.

Fels, L. (2010). Coming into Presence: The Unfolding of a Moment. Journal of Educational Controversy, 5(1). 

Wiebe, S. & Fels, L. (2010). Thinking Around Tenure-Track: Ducking Under the Finish Line. Journal of Educational Thought, 44(1), Special Issue, 11–26.

Fels, L. (2009). Mind the Gap: Outrageous Acts of Political Solidarity. Educational Insights13(3).

Meyer, K. & Fels, L. (2009). Breaking Out: Learning Research from The Women in Prison Project. International Review of Qualitative Inquiry, 2(2), 269–290.

Fels, L. (2009). When Royalty Steps Forth—Role Drama as an Embodied Learning System. Complicity: An International Journal of Complexity and Education, 124–142. 

Fels, L. (2009). Performative Inquiry: Arresting the Villains in Jack and the Beanstalk. Journal for Learning through the Arts.

Fels, L. (2008). A Fine Reach Home: Excerpts from a Sailor’s Wind Journal. Canadian Journal of Environmental Studies, Special Issue. 13(2), 180–191.

Women Writing Women Collective. (2008). Evoking desire...and irreverence: A collection of women writing women. Complicity: An International Journal of Complexity Science and Education, 5(1), 131–139.

Fels, L. (2004). Complexity, Teacher Education and the Restless Jury: Pedagogical Moments of Performance. Complicity: An International Journal of Complexity and Education, 1(1), 73–98. 

Fels, L. (2004). Kneeling in this moment still: Performative inquiry. Arts Informed: The Centre for Arts-Informed Research, 3(2), 1–26.

Fels, L. (2002). Spinning Straw into Gold: Curriculum, Performative Literacy and Student Empowerment. English Quarterly, 34(1,2), 3–9.

Fels, L. & Vellani, M. (2002). enraptured con/texts-a position. Educational Insights, 7 (1) (8 pp). http://einsights.ogpr.educ.ubc.ca/v07n01/intro.pdf

Fels, L. (1998). In the Wind, Clothes Dance on a Line. Journal of Curriculum Theorizing, 14(1), 27–36.

Meyer, K. & Fels, L. (1998). Einstein, the Universe and Us: Science Hits the Stage: Performative Inquiry Within a Co-Evolving Curriculum. Journal of Curriculum Theorizing, 14(1), 22–26.

Fels, L. & Meyer, K. (1997). On the Edge of Chaos: Co-evolving world(s) of Drama and Science. Journal of Teaching Education, 9(1), 75–81.

Fels, L. (1995). In Dialogue and Interaction with Grumet: Erasing the Line. Educational Insights. 3(1) (19 pp).

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