Research-cre­ation can be described as the com­plex inter­sec­tion of art prac­tice, the­o­ret­i­cal con­cepts, and research. It is an exper­i­men­tal prac­tice that can­not be pre­dict­ed or deter­mined in advance. It is trans-dis­ci­pli­nary and is used by artists and design­ers who incor­po­rate a hybrid form of artis­tic prac­tice between the arts and sci­ence, or social sci­ence research; schol­ars attuned to the role of the arts and cre­ativ­i­ty in their own areas of exper­tise; and edu­ca­tors inter­est­ed in devel­op­ing cur­ricu­lum and ped­a­gogy ground­ed in cul­tur­al pro­duc­tion. Research-cre­ation is attuned to process­es rather than the com­mu­ni­ca­tion of out­puts or products.

Propo­si­tions for Research-Cre­ation (By Stephanie Spring­gay and Sarah E. Tru­man, 2016)

  1. Spec­u­late:Research-cre­ation is future event ori­ent­ed. As a spec­u­la­tive prac­tice, it invents tech­niques of relation.
  2. Pro­pose enabling con­straints: Enabling con­straints are expan­sive and sug­ges­tive. They oper­ate by delim­it­ing process and pos­si­bil­i­ty, although they always include more pos­si­bil­i­ties than any giv­en event realizes.
  3. Cre­ate prob­lems: Research-cre­ation is a prac­tice that does not seek to describe, explain, or solve prob­lems. Rather, it is an ‘event’ that cre­ates con­cepts that prob­lema­tize. Con­cepts are not pre-giv­en or known in advance. As an event of prob­lems research-cre­ation brings some­thing new into the world.
  4. Think-in-move­ment: The aim of research-cre­ation is not to reflect on some­thing that has passed. Think­ing-in-move­ment is to think in the act; it is a think­ing sat­u­rat­ed with rhythm and affect.
  5. Note emer­gences — rework emer­gences: Con­cepts pro­lif­er­ate in research-cre­ation, and with them ethico-polit­i­cal con­cerns emerge. Once an ethico-polit­i­cal con­cern emerges, re-work it to see what it can do.
  6. More-than-rep­re­sent: Rather than attempt­ing to ‘rep­re­sent’ or report on research-cre­ations, use them to pro­pel fur­ther thought, and cre­ate some­thing new: new con­cepts, new ethico-polit­i­cal con­cerns, new problems.


Research-Cre­ation Pub­li­ca­tions by Edu­ca­tion­al Researchers:

Rotas, N. & Spring­gay, S. (2014). How do you make a class­room oper­ate like a work of art? Deleuzeguat­tar­i­an method­olo­gies of research-cre­ation. Inter­na­tion­al Jour­nal of Qual­i­ta­tive Stud­ies in Edu­ca­tion, 28(5), 552–572.

Spring­gay, S. (2014). Approx­i­mate-rig­or­ous-abstrac­tions: Propo­si­tions of acti­va­tion for posthu­man­ist research. In N. Snaza & J. Weaver (Eds). Posthu­man­ism and edu­ca­tion­al research, (pp. 76–90). NY: Routledge.

Spring­gay, S. (2016). Med­i­tat­ing with bees: Weath­er bod­ies and a ped­a­gogy of move­ment. In N. Snaza, D. Sonu, S. E. Tru­man, & Z. Zali­ws­ka (Eds.). Ped­a­gog­i­cal mat­ters: New mate­ri­al­ism and cur­ricu­lum stud­ies (pp. 59–74). New York, NY: Peter Lang.

Spring­gay, S., & Tru­man, S. E. (2017a). On the need for meth­ods beyond pro­ce­du­ral­ism: Spec­u­la­tive mid­dles, (in)tensions, and response-abil­i­ty in research. Qual­i­ta­tive Inquiry. DOI:

Spring­gay, S. & Tru­man, S. E. (2017b). A trans­ma­te­r­i­al approach to walk­ing method­olo­gies: Embod­i­ment, affect, and a son­ic art per­for­mance. Body & Soci­ety. DOI: DOI: 10.1177/1357034X17732626. Online first.

Spring­gay, S. and Tru­man, S. E. (2017c). Stone walks: Inhu­man ani­ma­cies and queer archives of feel­ing. Dis­course: Stud­ies in the Cul­tur­al Pol­i­tics of Edu­ca­tion, 36(6), 851–863.

Spring­gay, S. & Tru­man, S. E. (2018). Walk­ing method­olo­gies in a more-than-human world. Lon­don, UK: Routledge.

Spring­gay, S., & Zali­ws­ka, Z. (2015). Dia­grams and cuts: A mate­ri­al­ist approach to research-cre­ation. Cul­tur­al Stud­ies Crit­i­cal Method­olo­gies, 15(2), 136–144.

Spring­gay, S. & Zali­ws­ka, Z. (2016): Learn­ing to be affect­ed: Mat­ters of ped­a­gogy in the artists’ soup kitchen. Edu­ca­tion­al Phi­los­o­phy and The­o­ry, 49(3), 273–283.

Tru­man, S. E. (2016a). Intra­tex­tu­al entan­gle­ments: Emer­gent ped­a­go­gies and the pro­duc­tive poten­tial of texts. In N. Snaza, D. Sonu, S. E. Tru­man & Z. Zali­ws­ka (Eds.), Ped­a­gog­i­cal Mat­ters: New Mate­ri­alisms and Cur­ricu­lum Stud­ies (pp. 91–108). New York, NY: Peter Lang.

Tru­man, S. E. (2016b). Becom­ing more than it nev­er (actu­al­ly) was: Expres­sive writ­ing as research-cre­ation. Jour­nal of Cur­ricu­lum and Ped­a­gogy, 13(2), 136–143.

Tru­man, S. E. (2017). Spec­u­la­tive method­olo­gies & emer­gent lit­era­cies: Walk­ing & writ­ing as research-cre­ation (Unpub­lished doc­tor­al dis­ser­ta­tion). Uni­ver­si­ty of Toron­to, Canada.

Tru­man, S. E., & Spring­gay, S. (2015). The pri­ma­cy of move­ment in research-cre­ation: New mate­ri­al­ist approach­es to art research and ped­a­gogy. In M. Laver­ty, & T. Lewis (Eds.), Art’s Teach­ings, Teach­ing’s Art: Philo­soph­i­cal, crit­i­cal, and edu­ca­tion­al mus­ings (pp. 151–164). New York, NY: Springer.

Tru­man, S. E., & Spring­gay, S. (2016). Propo­si­tions for walk­ing research. In K. Pow­ell, P. Bernard, & L. Mackin­ley (Eds.),Inter­na­tion­al hand­book for inter­cul­tur­al arts (pp. 259–267). New York, NY: Routledge.