Publications & Presentations

Select Publications & Presentations

SELECT JOURNAL ARTICLES
*Denotes articles published with one or more student co-authors at the time of article preparation

*Guyotte, K. W., Flint, M. A., & Shelton, S. A. (accepted). Giving up as a willful feminist practice. Gender and Education.

*Guyotte, K. W., Flint, M. A., Kidd, B. G., Potts, C. A., Irwin, A. J., & Bennett, L. A. (2020). Meanwhile: Posthuman intra-actions in/with a post-qualitative readings class. Qualitative Inquiry, 26(1), 109-121. Advance Online Publication: September 2019. https://doi.org/10.1177/1077800419868497

*Shelton, S. A., Guyotte, K. W., & Flint, M. A. (2019). Suturing (wo)monstrosities: Woman doctoral students cutting together/apart. Reconceptualizing Educational Research Methodologies, 10(2-3), 112-146. https://doi.org/10.7577/rerm.3673

Guyotte, K. W. (2019). Toward a philosophy of STEAM in the Anthropocene. Educational Philosophy and Theory. Advance Online Publication. https://doi.org/10.1080/00131857.2019.1690989

Gildersleeve, R. E., & Guyotte, K. W. (2019). Readymade methodology. Qualitative Inquiry. Advance Online Publication. doi: 10.1177/1077800419881661
Note: Both authors contributed equally to this publication

*Guyotte, K. W., Flint, M. A., & Latopolski, K. S. (2019). Cartographies of belonging: Mapping nomadic narratives of first-year students. Critical Studies in Education. doi: 10.1080/17508487.2019.1657160

*Guyotte, K. W., & Flint, M. A. (2019). “Build the wall”: Encountering and analyzing political chalkings on higher education campuses. Philosophy and Theory in Higher Education, 1(1), 145-167.

*Flint, M. A. & Guyotte, K. W. (2019). Pedagogies of the minor gesture: Creative mentorship in college teaching. Visual Inquiry, 8(1), 63-75. doi: 10.1386/vi.8.1.63_1

*Garvey, J. C., Guyotte, K. W., Latopolski, K. S., Sanders, L. A., & Flint, M. A. (2018). Belongingness in residence halls: Examining spaces and contexts for first-year students across race and gender. Journal of First Year Experiences & Students in Transition, 30(2), 9-25.

Guyotte, K. W., & Kuntz, A. M. (2018). Becoming openly faithful: Qualitative pedagogy and paradigmatic slippage. International Review of Qualitative Research, 11(3), 256-270. doi: 10.1525/irqr.2018.11.3.256.

Kuntz, A. M., & Guyotte, K. W. (2018). Inquiry on the sly: Playful intervention as philosophical action. Qualitative Inquiry, 24(9), 664-671. Advance online publication: November 2017. doi: 10.1177/1077800417734566

Guyotte, K. W., Hofsess, B. A., Wilson, G. J., & Shields, S. S. (2018). Tumbling from embodiment to enfleshment: Art as intervention in collective autoethnography. Art/Research International, 3(2), 101-132. https://journals.library.ualberta.ca/ari/index.php/ari/article/view/29334

Denham, A., & Guyotte, K. W. (2018). Cultivating critical makers in digital game-based learning: What we can learn from the arts. Learning, Media and Technology, 42(1), 31-41. Advance online publication: 25 June 2017. doi: 10.1080/17439884.2017.1342655

Guyotte, K. W. (2018). Aesthetic movements of a social imagination: Refusing stasis and educating relationally/critically/responsibly. Critical Questions in Education, 9(1), 62-73. https://academyedstudies.files.wordpress.com/2018/01/guyotte-final.pdf

Guyotte, K. W. (2017). Encountering bodies, prosthetics, and bleeding: A rhizomatic arts-based inquiry. Reconceptualizing Educational Research Methodology, 8(3), 53-65.
https://journals.hioa.no/index.php/rerm/article/view/2557

Wilson, G. J., Shields, S. S., Guyotte, K. W., & Hofsess, B. A. (2016). Desirable difficulties: Toward a critical postmodern arts-based practice. Journal of Social Theory in Art Education, 36, 114-125.

*Shields, S. S., Guyotte, K. W., & Weedo, N. (2016). Artful pedagogy: (En)visioning the unfinished whole. Journal of Curriculum and Pedagogy, 13(1), 44-66. doi: 10.1080/15505170.2016.1147400

Guyotte, K. W., & Sochacka, N. W. (2016). Is this research? Productive tensions in living the (collaborative) autoethnographic process. International Journal of Qualitative Methods, 15, 1-11. doi: 10.1177/1609406916631758

Sochacka, N. W., Guyotte, K. W., & Walther, J. (2016). Learning together: A collaborative autoethnographic exploration of STEAM-inspired learning. Journal of Engineering Education, 15(1), 15-42. doi: 10.1002/jee.20112

Guyotte, K. W. (2015). Becoming…in the midst/wide-awake/in-between: An in-process narrative inquiry. Narrative Works, 5(2), 71-85.

Guyotte, K. W., Sochacka, N. W., Costantino, T. E., Kellam, N. N., & Walther, J. (2015). Collaborative creativity in STEAM: Narratives of art education student experiences in transdisciplinary spaces. International Journal of Education & the Arts, 16(15). http://www.ijea.org/v16n15/

Guyotte, K. W., Sochacka, N. W., Costantino, T., Walther, J., & Kellam, N. N. (2014). STEAM as social practice: Cultivating creativity in transdisciplinary spaces. Art Education, 67(6), 12-19.

Costantino, T., Guyotte, K. W., Kellam, N., & Walther, J. (2014). Seeing experiences of interdisciplinarity through student artwork: Exploring different approaches to analysis. International Review of Qualitative Research, 7(2), 217-235.

BOOK CHAPTERS & CASES
*Flint, M. A., Shelton, S. A., & Guyotte, K. W. (in press). Feminist intersectional focus groups: Culturally responsive approaches for qualitative inquiry. In J. N. Hall, Focus groups: Culturally responsive approaches for qualitative inquiry and program evaluation. Myers Education Press.

Spector, K., & Guyotte, K. W. (2018). Abductions. In C. Kuby, K. Spector, and J. J. Thiel (Eds.), Posthumanism and literacy education: Knowing/being/doing literacies (pp. 214-227). New York, NY: Routledge.

Guyotte, K. W. (2018). The undecided narratives of becoming-mother, becoming-PhD. In S. A. Shelton, J. E. Ewing, and T. J. Grosland (Eds.), Feminism and Intersectionality in Academia: Women's Narratives and Experiences in Higher Education (pp. 37-48). Cham, Switzerland: Palgrave Macmillan.

Guyotte, K. W. (2014). Visual–verbal narrative analysis: Practicalities, possibilities, and challenges in transdisciplinary visual journal research. SAGE Research Methods Cases. London, United Kingdom: Sage. doi:10.4135/978144627305013512938

UPCOMING/RECENT PRESENTATIONS
*Denotes presentations with students (at time of submission)

Guyotte, K. W., & Flint, M. A. (2020, May). Pedagogical Impasses: Posthuman Inquiry in Exhaustive Times. Paper to be presented at the Sixteenth International Congress of Qualitative Inquiry. University of Illinois at Urbana-Champaign, IL.

Guyotte, K. W., & Marn, T. (2020, May). Ruin as Mentorship: Postqualitative Relations Out of Time. Paper to be presented at the Sixteenth International Congress of Qualitative Inquiry. University of Illinois at Urbana-Champaign, IL.

Shelton, S. A., Guyotte, K. W., & Flint, M. A. (2020, April). “I Didn’t Wanna Participate; I Don’t Know These People”: Relationships and Entanglements in Qualitative Research. Paper to be presented at the American Educational Research Association Annual Meeting. San Francisco, CA.

Flint, M. A., Guyotte, K. W., & Shelton, S. A. (2020, April). “You Can’t be a Half-Assed Feminist”: (Re)Constructing the T-Shirt and Living a Feminist Pedagogy. Paper to be presented at the American Educational Research Association Annual Meeting. San Francisco, CA.

Guyotte, K. W. (2019, May). Pedagogical pauses: Teaching (with) philosophy in qualitative inquiry. Paper presented at the Fifteenth International Congress of Qualitative Inquiry. University of Illinois at Urbana-Champaign, IL.

*Guyotte, K. W., & Flint, M. A. (2019, May). Pedagogies of the minor gesture: Artful mentorship in qualitative teaching. Paper presented at the Fifteenth International Congress of Qualitative Inquiry. University of Illinois at Urbana-Champaign, IL.

*Guyotte, K. W., Shelton, S. A., & Flint, M. A. (2019, May). Giving up as a methodological and ethical movement in feminist focus group research. Paper presented at the Fifteenth International Congress of Qualitative Inquiry. University of Illinois at Urbana-Champaign, IL.

Guyotte, K. W. (2019, February). Toward a philosophy of STEAM in the Anthropocene. Paper presented at the Southeast Philosophy of Education Society Annual Meeting. Decatur, GA.

Confronting the Visual in Qualitative Inquiry. (2018, August). Webcast. Master Class Webinar Series, International Institute for Qualitative Methodology. Archived here: https://www.ualberta.ca/international-institute-for-qualitative-methodology/webinars/master-class-webinar/archived-webinars

*Guyotte, K. W., & Flint, M. A. (2018, April). “Build the wall”: A critical posthuman analysis of political chalkings on higher education campuses. Paper to be presented at the American Educational Research Association Annual Meeting. New York City, NY.

Guyotte, K. W., & Gildersleeve, R. E. (2018, May). Readymade methodology. Fourteenth International Congress of Qualitative Inquiry. University of Illinois at Urbana-Champaign, IL.

*Guyotte, K. W., Flint, M. A., Latopolski, K. (2018, May). Cartographies of belonging: Mapping nomadic narratives of first-year students. Fourteenth International Congress of Qualitative Inquiry. University of Illinois at Urbana-Champaign, IL.

*Guyotte, K. W., Flint, M. A., Kidd, B. G., Potts, C. A., Irwin, A. J., & Bennett, L. A. (2018, May). Meanwhile: Intra-active theory/pedagogy in a post-qualitative readings class. Fourteenth International Congress of Qualitative Inquiry. University of Illinois at Urbana-Champaign, IL.