Friday, March 23, 2012
UCLArts and Healing A Partnership Between Arts and Healing Initiative and UCLA Collaborative Centres for Integrative Medicine
Visit the website at: http://www.uclartsandhealing.net/background.aspx
Wednesday, March 21, 2012
NOW I KNOW THE WORLD IS ROUND: STORIES AT THE END OF LIFE
Mary Louise Chown, based in Winnipeg , Manitoba, has recently published a book about the years she spent working as a visiting artist in Winnipeg Hospitals and Palliative care centers. Her book was on the McNally Robinson best- seller list in November 2011. Mary Louise Chown chronicles some of her memorable experiences with those nearing the end of their life, as she told stories and played music to celebrate the preciousness of human existence and the inevitability of death. This is a wonderful book about the place of storytelling in healthcare.
“Mary Louise Chown is our guide, showing us the power and the gift of being present in the moment, listening for what may be needed and offering what we can with humility and joy. The stories, both personal tales and folktales, are a wonderful resource, as is her practical advice, but even more valuable is her invitation to accompany her as she accompanies the dying and their families – sharing stories, playing music, listening, simply being.” Gail Rosen
Monday, March 19, 2012
We are pleased to announce that a feature article written by Nancy Cooley of Cooley and Associates B.C. will soon be published in an upcoming issue of The Arts Health Canada network website.
The series will feature individuals and organizations currently active in arts and health in Canada. IJCAIP and activities of the journal are featured in the first article in the series.
(excerpt from upcoming article)
"While McLean (publisher of The International Journal of The Creative Arts in Interdisciplinary Practice, IJCAIP ) sees recent progress in advancing the understanding of the contributions of arts to health, she still sees much work that needs to be done. She would like to see more ways to bring people together; to develop common terminology; broader and more inclusive thinking in the field; more understanding and recognition of the effectiveness of creative arts therapies; more willingness to look at the utility, applications and practice of arts for health; more university programming looking at the creative arts and interdisciplinary research; and more research in arts and health generally. She feels it is important to look at what is happening from the grass roots up, what is happening in communities to improve quality of life and to use arts to give marginalized persons a voice in their lives to improve their conditions and to make their stories known in their communities. "Nancy Cooley, Cooley and Associates
LLED, Language and Literacy Education
University of British Columbia
Areas of Research
Drama and Social Justice
Ethnodrama, Performed Research
Drama and/in Second Language Learning
Current Research Projects
Exploring the Potential of Research-Based Theatre in the Field of Education: Humanities and Social Sciences Large Research Grant. Principal Investigator: George Belliveau.
Exploring the Transformational Potential of Arts-Based Research: Theory, Method and Practice: Canada Institute of Health Research. Principal Investigator: Katherine Boydell; Co-investigator: George Belliveau, Bill Leeming, Kate Tilleczek.
Arts-Based Methods in Health Research: Peter Wall Institute for Advanced Studies. Principal Investigator: Sue Cox; Co-investigator: George Belliveau.
Becoming Pedagogical through A/r/tography in Teacher Education: Social Sciences and Humanities Research Council of Canada, May, 2008-May, 2011. Principal Investigator: Rita Irwin; Co-investigators: George Belliveau, Peter Gouzouasis, Carl Leggo, Donal O'Donoghue; Stepanie Springgay.
Addressing the Role of the Bystander through Drama in Bullying Situations: Social Sciences and Humanities Research Council of Canada, May, 2007-May, 2010. Principal Investigator: George Belliveau; Co-investigator: Shelley Hymel.
Assessing Ethnotheatre as a Form of Educational Research: Humanities and Social Science Small Research Grant. Mar, 2007-Apr, 2008. Principal Investigator: George Belliveau.
Say Peace: Vancouver Foundation, Nov, 2006-Jun, 2007. Principal Investigator: Heather Duff: George Belliveau (collaborator).
Refereed Journal Publications
Carter, M., Beare, D., Belliveau, G. & R. Irwin. (In Press). A/r/tography as pedagogy: A promise without guarantee. The Canadian Review of Art Education 38, 1-15.
Shira, A & Belliveau, G. (In Press). Discovering the role(s) of a drama researcher: Outsider, bystander, mysterious observer. Youth Theatre Journal 26(1).
Belliveau, G. (2012). Shakespeare and Literacy: A Case Study in a Primary Classroom. Journal of Social Sciences, 8(2), 170-177.
Beck, J., G. Belliveau, A. Wager & G.W. Lea. (2011). Delineating a spectrum of research-based theatre. Qualitative Inquiry, 17(8), 687-700.
Lea, G. W., G. Belliveau, J. Beck & A. Wager. (2011). A loud silence:weaving research-based theatre and a/r/tography. International Journal of Education and the Arts, 12(16). http://www.ijea.org/v12n16
MacKenzie, D. & G. Belliveau. (2011). The playwright in research-bases theatre. Canadian Journal of Practice-based Research, 3(1) http://cjprt.uwinnipeg.ca/index.php/cjprt/article/viewFile/30/19
MacKenzie, D., G. Belliveau, J. Beck, G.W. Lea, & A. Wager. (2011). Naming the Shadows: Theatre as Research. Canadian Journal of Practice-based Research, 3(1) http://cjprt.uwinnipeg.ca/index.php/cjprt/article/viewFile/29/18
White, V., & Belliveau, G. (2011). Multiple perspectives, loyalties and identities: Exploring intrapersonal spaces through research-based theatre. International Journal of Qualitative Studies in Education, 24(2), 227-238.
White, V., & Belliveau, G. (2010). Whose story is it anyway? Exploring ethical dilemmas in performed research. Performing Ethos International Research Journal, 1(1), 85-95.
Belliveau, George and Vince White. (2010). Performer and audience responses to ethnotheatre: Exploring conflict and social justice. ArtsPraxis Research Journal, 2, 22-36. http://steinhardt.nyu.edu/music/artspraxis/2/responses_to_ethnotheatre
Wager, Amanda, George Belliveau, Graham Lea and Jaime Beck. (2009). Exploring Drama as an Additional Language through research-based theatre. International Journal for Drama and Theatre in Foreign and Second Language Education, 3(2). http://publish.ucc.ie/scenario/2009/02/wagerbelliveau/04/en
Winters, Kari and Belliveau, George. (2009). Shifting identities and literacy: An a/rt/ographic examination of an educational theatre company. Language & Literacy, 11(1). http://www.langandlit.ualberta.ca/Spring2009/Winters.htm
Belliveau, George. (2009). Elementary students and Shakespeare: Inspiring community and learning. International Journal of the Arts in Society, 4(2), 1-8.
Belliveau, George. (2008). You didn't do anything: A research play on bullying. Educational Insights 12.2. http://ccfi.educ.ubc.ca/publication/insights/v12n02/articles/belliveau/index.html
Belliveau, George. (2008). Theatre and bullying: Increasing awareness about bullying and victimization. In S.Hymel, S. Swearer & P. Gillette (Eds.), Bullying at School and Online. http://www.education.com/reference/article/Ref_Theatre_Bullying/
Belliveau, George, Carmen Medina and Gus Weltsek. (2008). Reflective practices in drama teacher preparation. Theatre Research in Canada, 28(2), 130-143.
Gouzouasis, Peter, Julia Henry and George Belliveau. (2008). Turning points: A transitional story of grade seven music students’ participation in high school band programmes. Music Education Research, 10(1), 75-89.
Belliveau, George. (2007). An alternative model for teaching and learning. Canadian Journal of Education, 30(1), 47-67.
Belliveau, George, David Beare. (2007). Theatre for Positive Youth Development: A Model for Collaborative Play-Creating.Applied Theatre Researcher Vol. 7. http://www.griffith.edu.au/__data/assets/pdf_file/0008/52892/04-beare-belliveau-final.pdf
Belliveau, George with Josh Weale and Graham Lea. (2007). TheaterPEI: The emergence and development of a local theatre. Theatre Research in Canada, 26(1), 64-81.
Bournot-Trites, Monique, George Belliveau, Jérémie Séror, Valia Spiliotopoulos. (2007). The role of drama on cultural sensitivity, motivation and literacy in a second language context, Learning through the Arts Research Journal, 3.1.http://repositories.cdlib.org/clta/lta/vol3/iss1/art9
Belliveau, George. (2007). Ça bouge: Le théâtre de Moncton Sable. Theatre Research in Canada, 26(2), 114-129.
Belliveau, George. (2007). Dramatizing the data: An ethnodramatic exploration of a playbuilding process. Arts & Learning Research Journal, 23(1), 31-51.
Ryan, Dan, Jan Giles, George Belliveau and Elizabeth de Freitas. (2006). The effect of teaching style on learning and retention in a quantitative course. Active Learning in Higher Education, 7(3), 213 - 225.
Belliveau, George. (2006). Using drama to achieve social justice: Anti-bullying project in elementary schools. Universal Mosaic of Drama and Theatre - IDEA Publications, 5, 325 - 336.
Belliveau, George. (2006). Collective playbuilding: Using arts-based research to understand a social justice drama process in teacher education. International Journal of Education & the Arts, 7(5). http://ijea.org/v7n5/index.html
Belliveau, George. (2006). Performed research: Exploring an anti-bullying drama project in teacher education. Creative Arts in Health, Training and Education Research Journal, June 2, 9-11.
Belliveau, George. (2005). An arts-based approach to teach social justice: Drama as a way to address bullying in schools. International Journal of Arts Education, 3, 136 - 165.
Belliveau, George. (2005). An arts-based approach to teach social justice: Drama as a way to address bullying in schools (Mandarin Translation). International Journal of Arts Education, 3, 166 - 189.
Belliveau, George. (2005). Mining and community: Using the arts as a way of knowing. English Quarterly, 37(1), 1 - 7.
Belliveau, George. (2004). Managing to keep going ... Drama Education on Prince Edward Island. Canadian Drama Mosaic, 26 - 29.
Belliveau, George. (2004). Exploring Acadian History using arts-based teaching. Port Acadie, 5, 25 - 38.
Belliveau, George. (2004). Pre-service teachers engage in Collective Drama. English Quarterly, 35(3), 1 - 6.
Belliveau, George. (2003). Daddy on trial: Sharon Pollock’s New Brunswick plays. Theatre Research in Canada, 22(2), 161 - 172.
Belliveau, George. (2003). Remembering our past: Investigating British Columbia's history in The Komagata Maru Incident and The Hope Slide. B.C. Studies, 137, 93 - 106.
Belliveau, George. (2003). Les Arts Dramatiques pour étudier la Déportation Acadienne en Immersion Française. Canadian Modern Language Review, 59(3), 441 - 453.
Belliveau, George. (2002). Glace Bay to Hollywood: A political journey. Theatre Research in Canada, 22(1), 46 - 57.
Fels, Lynn and George Belliveau. (2008). Exploring curriculum: performative inquiry, role drama and learning. Vancouver, British Columbia: Pacific Education Press.
Refereed Book Chapters
Belliveau, G. (In Press). Engaging secondary students through drama. English in Middle and Secondary Classrooms: Creative and Critical Advice from Canada’s Teacher Educators. Eds. C. Leggo, K. James, T. Dobson. Pearson Educational Press.
Prendergast, M. & G. Belliveau. (In Press) Poetics and Performance. In A. Trainor & E. Graue (Eds.), Publishing qualitative research in the social science. Routledge Publishing.
Belliveau, G., & Lea, G. (2011) Research-based theatre in education. In S. Schonmann (Ed.), Key concepts in theatre drama education. Sense Publishers. (pp. 332-38)
Webber, T. (2), Belliveau, G., & Lea, G. (2). (2010). Hope and identity in the high school musical: Insights into the life of a hard of hearing student. In C. McLean & R. Kelly (Eds.), Creative arts in interdisciplinary practice, inquiries for hope and change (pp. 267-284). Temeron Books.
Belliveau, G., & Lea, G. (2). (2010). TheaterPEI: The emergence and development of a local theatre. In L. Burnett (Ed.), Theatre in Atlantic Canada: Critical perspectives on Canadian theatre in English (pp.146-159). Toronto: Playwrights Canada Press.
Belliveau, G., & Beare, D. (2008). Dialoguing scripted data. Being with A/r/tography. Ed. Stepanie Springgay, Rita Irwin, Carl Leggo and Peter Gouzouasis. Sense Publishers: 141-152.
Belliveau, G. (2002). Paul Ledoux' Anne: A journey from page to stage. Making Avonlea: L.M. Montgomery and Popular Culture. Ed. Irene Gammel. U Toronto Press: 201 - 215.
Non-Refereed Journal Publications
Belliveau, George, Vince White. (2008). It’s elementary! Learning and building community through Shakespeare. Proceedings Hawaii International Conference on Education. (2008): 806-817.
Belliveau, George and Graham Lea. (2006). PEI's Victoria Playhouse: Looking back, looking forward. Canadian Theatre Review, 128, 26 - 31.
Belliveau, George. (2006). Liveness in the Okanagan: Caravan Farm Theatre. Canadian Theatre Review, 127, 85 - 86.
Belliveau, George. (2005). Drama in the Maritimes: Tides (plays) are strong. Canadian Theatre Review, 122, 90 - 94.
Belliveau, George. (2004). Struggle to success: Collective drama on Anti-Bullying. Canadian Theatre Review, 117, 42 - 44.
Sunday, March 18, 2012
Lubomir Popov, Ph.D.,
School of Family and Consumer Sciences
Bowling Green State University, Bowling Green, Ohio, U.S.A.
Lubomir Popov is an Associate Professor in the Interior Design Program at Bowling Green State University. He is also an affiliated faculty with the American Culture Studies Program. Lubomir holds degrees in architecture (M.Arch, PhD) and sociology (PhD). His main research interest is in sociocultural issues of architecture, focusing on building users and their culture. He applies this knowledge in the field facilities programming. Lubomir has a number of other research interests that support his main pursuits.
Dr. Popov works with qualitative research methods, most often from a symbolic interactionist perspective. He is interested in emerging qualitative methods and epistemologies in design research, such as autoethnography and performance ethnography. He has worked for a decade with social philosophers and philosophers of science and keeps his interest in epistemological and methodological issues. Lubomir also uses critical theory perspectives. As a sociologist, he considers himself a member of the humanistic sociology community. As an architect, he is interested in conceptual design, vanguard design developments, futuristic design, installations, and various approaches to fusing architecture and the arts.
Dr. Popov has authored three monographs on architectural programming, the culture of architectural programming clients, and architecture student culture. He has published 26 refereed articles and has delivered over a hundred refereed conference presentations. Lubomir continues his projects on facilities programming, user behavior, and user culture. His epistemological and methodological pursuits include topics on experiential knowledge and practice wisdom.
Dr. Popov is a Fellow of Design Research Society (DRS) (UK), Board member of Association for Applied and Clinical Sociology (USA), Member of the organizing committee of the Experiential Knowledge Special Interest Group (EKSIG) with DRS. He is also on the International Congress for Qualitative Inquiry Collaborating Sites Steering Committee, as well as a Member Scholar, International Institute for Qualitative Methodology, University of Alberta, Edmonton, Canada. Lubomir is a member of Environmental Design Research Association and a co-chair of the Programming/POE Network.
Robert Kelly Ph.D. Associate Professor
University of Calgary
Educator and artist Robert Kelly is an associate professor in the Faculty of Arts and an adjunct associate professor in the Faculty of Education at the University of Calgary in Alberta, Canada.
His research is focused on developing a comprehensive approach to developing an educational culture of creativity that ranges from examining educational practice from around the globe to transforming curriculum design and teacher education and practice. His recent book Creative Expression, Creative Education: Creativity as a Primary Rationale for Education and his new volumes Educating for Creativity (in press) and Creative Journey: Developing Personal and Professional Creativity (June, 2013) span the breadth of his research focused on transforming educational culture. He is also associate editor for two research volumes from the International Journal of Creative Arts in Interdisciplinary Practice entitled Creative Arts in Interdisciplinary Practice Inquiries for Hope and Change (2010) and Creative Arts in Research for Community and Cultural Change (2011).
Robert has pioneered new programs and courses in teacher education focused on creativity in educational practice. These programs debut across western Canada in the summer of 2012 in the new Interdisciplinary Masters of Education program at the University of Calgary, the Summer Institute of Creativity in Educational Practice at the University of Manitoba and the Summer Institute in Education: Creativity at the University of British Columbia – Okanagan. These programs engage educators in first hand creative development. These exciting, new initiatives establish a clear vocabulary and understanding of creative development strands that lead to creative maturity through writing creatively, creating across the discipline spectrum, design thinking and designing educational spaces for creativity in educational practice.
As artist, his conceptual Minutia installation, currently working its way across Canada, consists of eleven books of concrete poetry on lecterns, based on the sentence fragment “the first time I heard the sound of a page turning.” His other bodies of work include his intensely painted Concept of Raven series and his latest outdoor installation, The White Noise Project.
Robert has received several awards for teaching excellence and is featured on the University of Calgary’s Great Teachers website. He has done numerous keynote presentations, lectures and workshops on the various dimensions of the concept of creativity across Canada and internationally.
Thursday, March 15, 2012
Johnny Saldaña, Professor of Theatre
Herberger Institute for Design and Arts’ School
of Theatre and Film, Arizona State University (ASU)
Johnny Saldaña is a Professor of Theatre in the Herberger Institute for Design and the Arts' School of Theatre and Film at Arizona State University (ASU) where he has taught since 1981. He has been involved in the field of theatre education as a teacher educator, drama specialist, director, and researcher.
Mr. Saldaña is the author of Drama of Color: Improvisation with Multiethnic Folklore (Heinemann, 1995), a teacher's resource text and recipient of the 1996 Distinguished Book Award from the American Alliance for Theatre & Education (AATE); Longitudinal Qualitative Research: Analyzing Change Through Time (AltaMira Press, 2003), a research methods book and recipient of the 2004 Outstanding Book Award from the National Communication Association's Ethnography Division; Ethnodrama: An Anthology of Reality Theatre (AltaMira Press, 2005), an edited collection of ethnographic-based plays; The Coding Manual for Qualitative Researchers (Sage Publications, 2009), a handbook on qualitative data analysis and a finalist for the American Educational Research Association's Qualitative Research Special Interest Group's 2010 Outstanding Book Award; Fundamentals of Qualitative Research (Oxford University Press, 2011), an introductory textbook; and Ethnotheatre: Research from Page to Stage (Left Coast Press, 2011), a playwriting primer for performance ethnography. He is currently preparing the second edition of The Coding Manual for Qualitative Researchers for publication by Sage in winter 2012.
Saldaña has published articles in such journals as Youth Theatre Journal, Stage of the Art, Teaching Theatre, Research in Drama Education, Research Studies in Music Education, Multicultural Perspectives, Journal of Curriculum and Pedagogy, and Qualitative Inquiry. He has also published chapters on research methods for such titles as Arts-Based Research in Education, Handbook of the Arts in Qualitative Research, Handbook of Longitudinal Research, New Approaches to Qualitative Research, Creative Arts in Interdisciplinary Practice, and entries for The Sage Encyclopedia of Qualitative Research Methods.
Saldaña's research methods in longitudinal qualitative inquiry, ethnodrama, and qualitative coding and data analysis have been applied and cited by researchers internationally to explore such diverse topics as:
Grades K-12 Education: mathematics education in elementary and middle school, sexuality
education, religious education, higher-order thinking in science and social studies classrooms,
English language learning (by Mexican immigrants and Korean youth), Chicago public school
teachers, high school teachers’ perceptions of occupational professionalism, school accountability results reporting, vocational education in Australia, school reform in Sweden, language policy for deaf students in Spanish-speaking homes, hegemonic masculinity in Portuguese physical education classes, urban after-school program evaluation, emotional and behavioral disability student mainstreaming in Hong Kong, children’s perceptions of climate change, disciplinary philosophies of secondary school administrators, critical praxis research and methodology, German middle school students’ perceptions of global warming, video club
teacher learning communities, Latino male perspectives on school disconnection, principal
succession planning and management, intergroup dialogue for bullying prevention in high
schools, narrative teacher evaluations of students’ moral development in Chinese schools
Higher Education: international university students, adult education in graduate school, graduate
teaching assistantship preparation, academic careers of scientists, university faculty professional
development assessment, student geologists’ visual penetrative ability skills, higher education
program branding, women faculty in Australian academia, undergraduate online education in
Australia, leadership competencies of college leaders, Latina college student perceptions of
learning communities, Black female and Latina careers in higher education, graduate student
teaching assistants’ encounters with student aggression, pre-service teacher professional
development in South Africa, university women’s dissertation advising, technical college
Hispanic student adjustments and challenges, Chinese language and theories in western research,
internal quality assurance systems in higher education, student perceptions of sexual violence
resources on campus, Generation Y occupational therapy students in Australia, educational
researcher development in Scotland, community college president termination dilemmas, the hero motif in community college leadership discourse, internationalism in Chinese higher education
Fine Arts: media education, theatre student retention and success in Canadian high schools,
elementary arts education in Canada, music education (US, Canada, and New Zealand),
community theatre in New Zealand, documentary filmmaking in Singapore, ethnodramatic theory
and ethnotheatrical practice (US and Australia), designers and engineers' thinking and decision-
making processes, research-based dance development, child audience reception to theatre, BBC
New Media public participation, music therapy in African prisons, adult lifelong impacts of high
school speech and theatre programming, art education for people with autism, informal music
learning through online communities, sustainable practices at music festivals in New Zealand,
management factors influencing location selection decisions for independent filmmakers, a
content analysis of music lyrics in Mexican narcocorridos,
Human Development: child empathy, gay youth and identity, transgender identity, female African American adolescents, African American biography, teenage and young mothers in the U.K.,child and family development in the U.K., adolescent masculinity in Australia, retirement dilemmas of people with intellectual disabilities in Australia, interpersonal dating and intimacy relationships among the elderly, older people’s resilience in New Zealand, preschool children’s play environments at home
Social Sciences: wives of professional athletes, abused women, domestic violence, military
reserve families during wartime, date rape prevention, civic engagement in adolescents and
young adults, stress and leisure time activities, contemporary oral communication trends, race
relations in Detroit, incarcerated youth in Canada, juvenile correctional officers as advocates,
immigrant adolescents and language brokering, Latino youth perspectives on immigration,
adolescent leisure in Australian parks, religious affiliation in Canada, qualitative research in
career development literature, environmental psychologies, introversion in sociological field
research, sociopolitical analysis of being “at risk,” African American Hurricane Katrina survivors
and disaster resilience, former intercollegiate athletes’ sport identities, Finnish migration politics,
donor relationships with faith-based organizations in New Zealand, the role of the Virgin of
Guadalupe among the Mexican community of the San Joaquin Valley, occupational stress and
alcoholism in bar workers, adolescent preferences for reality TV programming
Business: human resource development, innovation project termination, service encounter
interaction strategies, corporate social responsibility policies, multicultural group work in
management, organizational values-based change methods, souvenir shopping in Switzerland,
Canadian businesswomen, product innovation teams in the Netherlands, English language
proficiency among professionals in Indonesia and Malaysia, financial crisis analysis,
human resource practices for knowledge asset management, trial-and-error learning in
organizations in Denmark, social entrepreneurship and institutional-organizational logics in
Europe, nonprofit organization involvement with urban community forestry, organizational
change management and relocation in the UK, employment experiences of people with bipolar
disorder, young people’s perceptions and aspirations of future employment in Ghana, perceptions
of integrated testing strategies for hazard and risk assessment, participatory visual methods for
exploring organizational space, acculturation forecast models for apprentices and experts
Technology: the ethnography of technology, male resistance to women in technology, open
source software adoption, consumption values of technology, European retail barcode systems,
global organization use of social networking sites, digital document design, technical integration
scenarios in global supply chains, E2.0 (Enterprise 2.0) social software platform technology in
Australian business, effects of inducement prizes on technological innovation competitions,
electronic health record chart biopsies, virtual microscopy in human anatomy courses, technology
innovation in North American libraries, text mining methods for the analysis of large-scale
consultations submitted via the Internet in the UK, thematic synthesis in software engineering,
online dating and the use of technology for surveillance and risk management, interoperable
identity management for Kenyan government technology systems, end-user preferences for 3-D
mobile interactive navigation design
Government and Social Services: rural displaced worker assistance, heritage conservation of
England's National Trust, county administration in Sweden, the Great Lakes Water Quality
Agreement between Canada and the US, NASA telescope history, national forest policy in
Finland, Yukon intergovernmental communication, sanitation technology in third world
countries, US Air Force humanitarian assistance and disaster response, the health uninsured in
California, Australian public health policy makers, the US Violence Against Women Act,
sustainable plant protection in urban West Africa, public water sector management in Indonesia,
online family dispute resolution in Australia,
Health Care: women with HIV, Alzheimer's disease, families and dementia, spinal cord
compression recovery, stroke recovery and rehabilitation, patients living with inoperable cancer,
traumatic brain injury survivors and care providers, nursing and resiliency, interprofessional
collaborative practice among nurses and stakeholders, health profession volunteer perceptions of
the disabled, self-concept and social functioning of women with breast cancer, children’s
perceptions of parental depression, rural southern African Americans with HIV, nursing home
care in Canada, renal failure patient support in the Netherlands, risk behaviors of Slovene
injection drug users, substance use treatment in Canada, professional development of general
practitioner trainers and appraisers in the U.K., adult sexual assault survivor examination, alcohol
and drug intervention in rural Australia, community-based collaborative action research in
nursing, group psychotherapy in rural Uganda, physical distress and cancer care experiences
among Chinese-American and non-Hispanic white breast cancer survivors, learning
collaboratives in public health, surrogate decision making for patients with severe traumatic brain injury, residential alternatives for in-patient psychiatric services in England, enablers and barriers
for alcohol and drug program implementation in Australia, self-management of dementia,
internet-based self-management of diabetes with primary caregivers, emergency medical services
partnership, professional dignity in nursing
[all topics generated from personal correspondence, Google Scholar citations, and Google
Mr. Saldaña's workshops and keynote addresses reflect a broad range of interests including drama in the classroom, drama with multicultural materials, ethnotheatre, theatre for social change, and qualitative research methods. Saldaña has presented for such organizations as: the Arizona Artist/Teacher Institute, the New Orleans Public Schools, the Louisiana Institute for Education in the Arts, the Southeast Institute for Education in Theatre, the Tennessee Arts Academy, Northwestern University, Western Michigan University, the University of Wisconsin-Milwaukee, New York University, City College of New York, the University of Hartford, the University of Amsterdam, the University of Alberta, the University of Victoria, the University of Leeds; and at national conferences of: AATE, the Educational Theatre Association, Pedagogy and Theatre of the Oppressed, the International Drama in Education Research Institute, the American Educational Research Association, the National Association for Multicultural Education, Narrative Inquiry in Music Education, the National Council of Teachers of English Assembly of Research, the International Institute for Qualitative Methodology, the European Qualitative Research Conference in Health and Social Care, and the International Congress of Qualitative Inquiry.
Saldaña is an eight-time recipient of the President's Citation of Merit from AATE, the 1989 Creative Drama Award, the 1996, 2001, and 2011 Research Awards from AATE, the Burlington Resources Foundation Faculty Achievement Award in 1991, the ASU College of the Arts Distinguished Teacher of the Year Award in 1995 and 2008, and the ASU College of the Arts Research Award in 2005. In 2000, 2008, and 2009 he was recognized by the ASU Parents Association as a finalist for Professor of the Year.
Mr. Saldaña received his BFA in Drama and English Education in 1976, and MFA in Drama in 1979 from the University of Texas at Austin. Saldaña has taught at UT-Austin and Washington State University in Pullman. He was born in Austin, Texas, and currently resides in Phoenix. Professional memberships include: the International Association of Qualitative Inquiry, the International Institute for Qualitative Methodology (Member Scholar), the American Alliance for Theatre & Education, and the American Educational Research Association.