Selected References

Bishop, C. (2012) Artificial Hells: Participatory Art and the Politics of Spectatorship. London: Verso.

Bishop, C. (2024) Disordered attention: How We Look at Art and Performance Today. London: Verso. 

Bradfield, M. (2013) Utterance and Authorship in Dialogic Art: or An Account of a Barcamp in Response to the Question, What is Dialogic Art? PhD Thesis, University of the Arts London http://ualresearchonline.arts.ac.uk/6063/  

Cross, T., Bazron, B., Dennis, K., & Isaacs, M.  (1989).  Towards a Culturally Competent System of Care, Volume 1.  Washington, DC: CASSP Technical Assistance Center, Center for Child Health and Mental Health Policy, Georgetown University Child Development Center 

Cunliffe, J. (2022). Record, Map and Capture in Textile Art. Batsford Books. 

Desikachar, T. K. V. (2016) Patanjali’s Yogasutras, Chennai: Krishnamacharya Yoga Mandiram. 

Desikachar, T.K.V. (1999). The Heart of Yoga: Developing a Personal Practice. Simon and Schuster.  

Education for Sustainable Development Goals: Learning Objectives (2017). Paris: UNESCO. 

Farley, A.N. and Chamberlain, L.M. (2021) ‘The teachers are not alright: A call for research and policy on teacher stress and well-being’, The New Educator, 17(3), pp. 305–323. doi:10.1080/1547688x.2021.1939918. 

Fiumara, G.C. (1990) The other side of language: A philosophy of listening. London: Routledge. 

Garoian, C.R. (2012) ‘Sustaining sustainability: The Pedagogical Drift of Art Research and Practice’, Studies in Art Education, 53(4), pp. 283–301. doi:10.1080/00393541.2012.11518870. 

Ingold, T. (2000). The Perception of the Environment: Essays on livelihood, dwelling and skill. Routledge, London and New York. 

Ingold, T (2010). ‘The textility of making’, Cambridge Journal of Economics, 34(1), pp. 91-102. 

Jeon, L. et al. (2019). ‘Early childhood teachers’ stress and children’s social, emotional, and behavioral functioning,’ Journal of Applied Developmental Psychology, 61, pp. 21–32. 

Killick, D. (2018) Developing intercultural practice: Academic Development in a Multicultural and Globalizing World. Abingdon, Oxon: Routledge. 

Kimmer, R.W. (2020). Braiding Sweetgrass. Milkweed Editions. 

Landow, G. (1992). Hypertext: The Convergence of Contemporary Critical Theory and Technology. Baltimore: John Hopkins University Press. 

Leeds-Hurwitz, W; Stenou, K. (2013). Intercultural Competences: Conceptual and Operational Framework. Paris: UNESCO.  

LeGuin, U.K. and Haraway, D.J. (2020) Carrier Bag Theory of Fiction. London: IGNOTA Books. 

Lyle Skains, R. (2018). ‘Creative Practice as Research: Discourse on Methodology, Media Practice and Education’, Journal of Media Practice. 19:1, 82-97, hhtps://doi.org/10.1080/14682753.2017.1362175.

Matthews, B.R. and Ross, L. (2010). Research methods: A practical guide for the Social Sciences. Pearson Education Limited.  

Munroe, H. and Ibinarriaga, D.H. (2022). ‘Indigenising design: The Seven Grandfathers’ Teachings as a design methodology,’ Design Journal, 25(3), pp. 437–458. https://doi.org/10.1080/14606925.2022.2058680.  

Nguyen, P.A. (2024). MA Intercultural Practices class discussion. 

Oliveros, P., Anderson, L. and Ione, C. (2022) Quantum Listening. London: Ignota Books. 

Porges, S. (2021) ‘Polyvagal Theory: A biobehavioral journey to sociality’, Comprehensive Psychoneuroendocrinology, 7, p.100069. 

Prain, L. (2014). Strange Material. Arsenal Pulp Press. 

Reickmann, M. (2018) ‘Learning to transform the world: key competencies in education for sustainable development’, in A. Leicht, J. Heiss and W. J. Byun (eds) Issues and Trends: Education for Sustainable Development. Paris: UNESCO, pp. 39–59. 

Sáez-Delgado, F. et al. (2022). ‘Teacher Self-Regulation and Its Relationship with Student Self-Regulation in Secondary Education,’ Sustainability, 14(24), p. 16863. https://doi.org/10.3390/su142416863.  

Shiell, M. (2016). ‘Environmental Art making: Strengthening learning through creative land interactions’, Fusion Journal, Issue 10, Land Dialogues: Interdisciplinary research in dialogue with land, https://search.informit.org/doi/epdf/10.3316/informit.248060764986869 

Shonkoff, J.P. et al. (2012). ‘The lifelong effects of early childhood adversity and toxic stress,’ Pediatrics, 129(1), pp. e232–e246. https://doi.org/10.1542/peds.2011-2663.  

Sizonenko, T. (2023). “Helen Mayer Harrison and Newton Harrison: Meditations on Climate Change”, Field: A Journal of Socially Engaged Art Criticism, 23, https://field-journal.com/issue-23/helen-mayer-harrison-and-newton-harrison-meditations-on-climate-change 

Sullivan, M. et al. (2018). ‘Yoga Therapy and Polyvagal Theory: the convergence of traditional wisdom and contemporary neuroscience for Self-Regulation and Resilience,’ Frontiers in Human Neuroscience, 12. https://doi.org/10.3389/fnhum.2018.00067. 

Tuhiwai Smith, L. (2012). Decolonizing Methodologies: Research and Indigenous Peoples. London; New York: Zed Books.