The Routledge Handbook of Making: Craft-based Research Methods and Pedagogy

The Routledge Handbook of Making: Craft-based Research Methods and Pedagogy is a book that celebrates the embodied process of craft methods. It uniquely centralises crafting, the practice of doing and making, as significant to the research project.The handbook is a gathering together of several wayfaring crafts based scholars across the globe into one 'knot'. It is a celebration of craft from Indigenous, Asian, European, North American, South American, Australia and New Zealand contexts. These scholars provide a rigorous and passionate exploration of the diverse craft-based methods, pedagogies, and range of theoretical lenses they engage with in their research. The chapters demonstrate transdisciplinary approaches to research and pedagogy through crossing disciplinary boundaries and combining academic disciplines and rich theoretical conversations with practical, non(traditional)-academic knowledge to respond to complex real-world problems. Because this book is about making, the authors provide powerful, engaging and useful images as visual text. There are seven sections in the handbook, although with such creative and theoretical work there is also much crossover. The first section is a series of introduction chapters to key thinking about craft histories, craft pedagogies, craft as embodied practiced and a way to connect, crafting as becoming otherwise and craft as bodily thinking. Section two is a focus on Crafting with ancestors, Section three Crafting as decolonial activism, Section four Crafting as pedagogy, Section five Crafting professional identity, Section six Crafting as feminist practice and Section seven Crafting as healing. The Handbook provides a significant marker, a 'stake in the ground', to establish a definitive position for craft as method in scholarly practice and an invitation for other craft wayfarers to gather.The book is intended for scholars and researchers across disciplines engaged in complex societal issues, including Indigenous, qualitative, decolonial, narrative, postqualitative, critical, practitioner and feminist researchers; for students at all levels of study (undergraduate, Masters, postgraduate); and for more established scholars in academia and other sectors. In is an invite to make.

About the Author

Dr Esther Fitzpatrick is a Senior Lecturer in education at The University of Auckland. She came from a teaching background before joining the university. Esther co-established the Narrative and Arts Research Special Interest Network in 2011 and continues to lead research, support development of research students competency, and lead collaborative writing projects. She designs and uses various critical innovative methods to explore complex issues in communities of practice drawing on critical autoethnography, qualitative and post-qualitative approaches including arts-based and craft-based methods. She has published on a wide range of issues on personal and professional identity.

Dr Ying Wang is a Senior Research Fellow at the University of Auckland whose work sits at the intersection of arts-based research, education, wellbeing, and culturally responsive methodologies. Her research focuses on marginalised communities, young people, migration, belonging, identity, and care. Dr Wang has extensive experience using creative and arts-based methods in sensitive and community-engaged research, including participatory arts-making and multimodal inquiry. She brings a strong commitment to relational, ethical, and decolonising approaches that recognise making as a powerful mode of knowledge generation.

Dr. Rosemary C. Reilly is a full Professor in the department of Applied Human Sciences at Concordia University in Montreal. Her general research interest is exploring the impact of using transformative learning as a lever for change for individual and in systems. Using craft- and arts-based methods, along with participatory qualitative methods, she researches grief, trauma, and post-traumatic growth at an individual and community level, the use of contemplative practices in higher education, and employing the Scholarship of Teaching and Learning to foster creative and innovative teaching. She has been crafting since she was little

Soyon Park is a doctoral candidate in the Faculty of Arts and Education at the University of Auckland, Aotearoa/New Zealand. Her research interests include questions of identity, doctoral education, posthumanist theories and post-qualitative inquiry. She is fascinated by how theory entangles with the becoming of a scholar. Her work seeks ways to enact small differences in everyday practices to open up alternative spaces and methods for research.