Frimberger, K. (2023) The Tyranny of Truth and the Preservation of Human Happiness à la Bertolt Brecht and Paul Feyerabend. In: Engelmann, S. and Kenklies, K. Education for a Free Society: Paul Feyerabend and the Pedagogy of Irritation, New York: Peter Lang Publishers (in press).
Frimberger, K. (2023) The Craft of Acting as a Pedagogical Model for Living a Flourishing Life in a Word of Tensions and Contradictions, Educational Philosophy and Theory (in press).
Frimberger, K. (2023) Reading Intercultural Encounters as Art: The Call of teh Other and the Relevance of Beauty, Pedagogy, Culture & Society, 31(2), pp. 283-304. https://doi.org/10.1080/14681366.2022.2164343
Frimberger, K. (2022) Cultivating the Art of Living: The Pleasures of Bertolt Brechts' Philosophising Theatre Pedagogy, Studies in Philosophy and Education, 41(6), pp. 653-668. https://doi.org/10.1007/s11217-022-09852-6
Frimberger, K. (2022) "Theatre, Revolution & Love": moral-aesthetic education in Asja Lācis' proletarian children's theatre, The Journal of Philosophy of Education, 56(2), pp. 329–341. https://doi.org/10.1111/1467-9752.12663
Frimberger, K. (2022) An Anarchist Aesthetics of Education in Bertolt Brechts’ Theatre, International Network of Philosophers of Education Annual Conference. https://pureportal.strath.ac.uk/en/publications/an-anarchist-aesthetics-of-education-in-bertolt-brechts-gestic-th
Frimberger, K. (2022) The Pleasure of Philosophising in Berolt Brecht’s Pedagogical Theatre, Philosophy of Education Society of Great Britain Annual Conference.
Frimberger, K (2021) Wiggle Shamans – Wackel-Schamamen. In: Schewe, M. (ed.)., 81 Sprüche zur Enthärtung unserer Welt - On the Softening of Our World: 81 Sayings, Scenario, Berlin, Vol. 5. p. 98-101. https://pureportal.strath.ac.uk/en/publications/wackel-schamanen-wiggle-shamans
Frimberger, K. (2021) Methodological correctness and Miracles in Education Research as a Human Science. SERA Research Bulletin, p. 17-20. https://pureportal.strath.ac.uk/en/publications/you-have-to-do-this-or-that-but-meanwhile-life-is-just-passing-by
Andrews, J., Fay, R., Frimberger, K., Tordzro, G. and Sithole, T. (2020) Theorising arts-based collaborative research processes. In: Moore, E., Bradley, J. and Simpson, J., Translanguaging as Transformation: The Collaborative Construction of New Linguistic Realities, Multilingual Matters, Bristol, pp. 118-135. https://pureportal.strath.ac.uk/en/publications/theorising-arts-based-collaborative-research-processes
Frimberger, K. and Bishopp, S. (2020) Voice, Autonomy and Utopian Desire in Participatory Film-Making with Young Refugees, Film Education Journal, 3/1, pp. 58-77. https://www.scienceopen.com/hosted-document?doi=10.14324/FEJ.03.1.05
Elliot, M, Fleming M. Frimberger, K. (2019) Performative Arts and Pedagogy – A British Perspective. Scenario: Journal for Performative Teaching, Learning and Research, pp. 10-23. https://pureportal.strath.ac.uk/en/publications/performative-arts-and-pedagogy-a-british-perspective
Frimberger, K., White, R., Ma, L. (2018) “If I didn’t know you what would you want me to see”: Poetic Mappings in Neo-Materialist Research with Young Asylum Seekers and Refugees, Applied Linguistics Review, pp. 391-419. https://pureportal.strath.ac.uk/en/publications/if-i-didnt-know-you-what-would-you-want-me-to-see-poetic-mappings
Frimberger, K. (2018) “Struggling with the word strange my hands have been burned many times”: mapping a migratory research aesthetics in arts-based research, Studies in Theatre and Performance, pp. 228-239. https://pureportal.strath.ac.uk/en/publications/struggling-with-the-word-strange-my-hands-have-been-burned-many-t
Fassetta, G., Imperiale, M.G., Frimberger, K., Attia, M. , Al-Masri, M. (2017) Online Teacher Training in a Context of Forced Mobility, European Education, 49/2-3, pp. 133-150. https://pureportal.strath.ac.uk/en/publications/online-teacher-training-in-a-context-of-forced-immobility-the-cas
Frimberger, K. (2017) “Some people are born strange” A Brechtian theatre pedagogy as philosophical ethnography, Qualitative Inquiry, 23/3, pp. 228-239. https://pureportal.strath.ac.uk/en/publications/some-people-are-born-strange-a-brechtian-theatre-pedagogy-as-phil
Frimberger, K. (2017) The Ethics of Performative Approaches in Intercultural Education. In: Crutchfield, J. and Schewe, M., Going Performative in Intercultural Education: International Contexts, Theoretical Perspectives and Models of Practice, Multilingual matters, Bristol. https://pureportal.strath.ac.uk/en/publications/the-ethics-of-performative-approaches-in-intercultural-education
Frimberger, K. (2016) A Brechtian Theatre Pedagogy for Intercultural Education Research, Language and Intercultural Communication, 16/2, p. 130-147. https://pureportal.strath.ac.uk/en/publications/a-brechtian-theatre-pedagogy-for-intercultural-education-research
Frimberger, K. (2016) Hearing-as-touch in a multilingual film interview: the interviewer’s linguistic incompetence as aesthetic key moment, International Multilingual Research Journal, 10/2, pp. 107-120. https://pureportal.strath.ac.uk/en/publications/hearing-as-touch-in-a-multilingual-film-interview-the-interviewer
Frimberger, K. (2016) Towards a well-being focused language pedagogy: enabling arts-based multilingual learning spaces for young people with refugee backgrounds, Pedagogy, Culture, Society, 24/2, pp. 285-299.https://pureportal.strath.ac.uk/en/publications/towards-a-well-being-focussed-language-pedagogy-enabling-arts-bas
Frimberger, K. (2013) Towards a Brechtian Research Pedagogy for Intercultural Education: Cultivating Spaces of Intercultural Experiment Through Drama, Doctoral Thesis, University of Glasgow.
Frimberger, K. (2009) Towards a Pedagogy of Strangeness: Exploring the potential of strangeness for foreign language education, Scenario: The Journal for Performative Teaching, Learning and Research, 3/1, pp. 34-45. https://pureportal.strath.ac.uk/en/publications/towards-a-pedagogy-of-strangeness-exploring-the-potential-of-stra
ENCOUNTERS/PERFORMANCES
'Scotland, Our New Home' was a Creative-Scotland funded filmmaking education project for young refugees who were supported to learn how to make a film to peer-support other new young arrivals in the process of making home in Scotland.
Our research aim was to explore the wider pedagogical dimension of our filmmaking project, with a particular focus on how young people's expressed wish to give 'hope' to other new young arrivals, was negotiated in concrete pedagogical, ethical and aesthetic moments of interaction, film-making and decision-making in the project.
Link to Publication: https://www.scienceopen.com/hosted-document?doi=10.14324/FEJ.03.1.05