Alexandra Fidyk, PhD
Pronouns: she, her
Area of Study / Keywords
Transdisciplinary Studies Trauma Studies Analytical Psychology Depth Psychology Jungian Studies Post-Jungian Studies Archetypal Pedagogy Mythopoetic Imaginal Paradigm Buddhist thought Process Philosophy Hermeneutics Poetic Inquiry Creation-centred Métissage Life Writing Forms of Inquiry: somatic contemplative relational ecological nature place and creation-centred practices Curriculum Studies Teacher Education Expressive Arts & Somatic Therapies
Dr. Alexandra Fidyk serves as Professor in the Department of Secondary Education where she teaches courses in advanced research, analytic psychology (in relation to teaching and learning), trauma studies, teacher education (Social Studies), and curriculum studies. Prior to moving to Edmonton in 2009, she was Core Faculty and Research Coordinator in the Department of Depth Psychology, Pacifica Graduate Institute (PGI), Santa Barbara, CA. Here she taught a doctoral research series including research process, scholarly writing, and dissertation preparation in addition to courses in Jungian Psychology. Prior to PGI, she was an Assistant Professor (tenured) in Educational Foundations & Inquiry and served as Director of the Curriculum & Social Inquiry Doctoral Program, National Louis University (NLU), Chicago, IL. Alexandra continues as Adjunct Faculty with both institutions as well as Associate Faculty at St. Stephen’s College, Edmonton, AB, and Royal Roads University, Victoria, BC.
Alexandra received her PhD at the University of Calgary; her dissertation, Silence & Eros: Beckoning the Background Forward was a hermeneutic exploration into the meaning of silence–as a creative, meditative, and generative process. After doctoral studies, she completed clinical analytical training with the C. G. Jung Institute of Chicago and certification in Family Constellation & Systemic Work with the Hellinger Institute of Western Pennsylvania. As a Jungian somatic psychotherapist, she integrates both modalities along with mindfulness practice rooted in Zen & Theravada Buddhism, which began thirty years ago when she taught in Japan. This early practice has been extended by training in Vipassana Meditation by Goenka and partaking in week-long silent meditation retreats; Mindfulness-based Stress Reduction (MBSR) with Jon Kabat Zinn sitting at Omega Institute; Transcendental Meditation (TM) with Deepak Chopra, and with Ramash Balsekar in India. Current interest in trauma (neurobiological, psychodynamic, evolutionary + attachment theory, indigenous, transgenerational, collective, ecological/geographical/place-centred), memory, and the body has led to certification in Integrated Body Psychotherapy, Somatic Experiencing with Peter Levine & Somatic Experiencing International; as well as, training in Expressive Arts Therapy, Trauma-Informed with Cathy Malchiodi; and, Sandplay Therapy with the Canadian Association for Sandplay Therapy. As a trauma-specialized therapist, she is uniquely positioned to teach trauma studies and to offer professional workshops to interdisciplinary groups. In addition, she is a Registered Counselling Therapist, Trauma-specialized, with the Association of Counselling Therapy of Alberta.
Insights gleaned from Wisdom Traditions and process philosophy can be seen not only threaded through her scholarship but also as a means to challenge dominant discourse on questions related to identity (trans-subjectivity), citizenship (inter-species), teacher education (individual and collective psycho-social development), research (cosmologically/ontologically located in an animated world), creativity, and suffering. Her attention to psychodynamic and transgenerational theories offers a valuable and often missed perspective regarding what does and does not happen within learning spaces, families, cultures, and communities. Such theories compliment her previous studies in curriculum theory, hermeneutics, ecology, globalization, Buddhism and Tao philosophy, social studies, literature, and the arts. Today the influence of each discipline has become integrated throughout her research and scholarship.
Her scholarship, research, and teaching have been recognized in various ways: She won the Canadian Society for the Study of Education ARTS Publication Award (2020) for trauma research and knowledge mobilization: (2019) Trauma-sensitive practice for new teacher standards: Addressing the epidemic of our times. In-education, 25(1), 51-76; found at https://ineducation.ca/ineducation/article/view/431/983. She was awarded the University of Alberta Provost Award for Excellence in Graduate Teaching (2019), the University of Alberta Faculty of Education Graduate Teaching Award (2018); and the University of Alberta Faculty of Education Coutts-Clarke Research Fellowship (2016).
Alexandra’s pedagogical practice stems from teaching high school Social Studies (including Economics and Psychology) and English Language Arts (Canadian, American and British Literature, & Creative Writing) in rural Saskatchewan (double major BEd)--Certified Teacher in Saskatchewan & Alberta. Curriculum and pedagogical practice were complicated and further developed by teaching and studying in Japan, China, England, Finland, Colombia, South Africa, and Egypt as well as working with the Canadian International Development Agency in Kosovo. As her teaching and writing transform to integrate felt sense, somatic empathy, and creative expression (including story, image, synchrony, movement, rhythm, silence, and lyric/poetic ways of being), she continues to experiment with voice and form. Throughout her work, she remains shaped and resourced by the long sky of Saskatchewan and her prairie roots.
EDSE 305 Interdisciplinary Studies -- Social Sciences. This course is intended to help educators learn about themselves as secondary school teachers, plan for teaching in a secondary school, become familiar with the ideas and policies that impact the planning for teaching in a secondary school; and their role in contributing to the teaching profession. A key aspect of these considerations is the centrality of curriculum thinking to the work of educators.
EDSE 373 Curriculum & Teaching for Secondary School Studies Majors is a curriculum and pedagogy course that will introduce you to the theory and practice of social studies education in junior and senior high schools in Alberta. Attention will be given to the program of studies, complementary resources, and a range of topics and issues related to the teaching of social studies in secondary school settings.
EDSE 473/474 Curriculum & Teaching in Secondary Social Studies. The purpose of the on-campus component of the term is to develop understandings and skills related to social studies teaching. There will be some theoretical examination of the social studies, as well as the development of a working understanding of the Alberta Social Studies Program of Studies. We will explore a variety of approaches to teaching social studies. This on-campus component has a course weight of six credits. Evaluation is on the letter grade system.
EDFX 450 Field Experience. There is a nine-week field experience placement in either a junior or a senior high school. Students will start with planning and teaching individual lessons then move to longer units of work. The evaluator is the mentor teacher who discusses the evaluation with the student-teacher and the assigned university facilitator. Please note the website for the Field Experience Handbook is . The field experience has a course weight of six credits. Evaluation is on a pass/fail basis.
EDSE 451 The focus here is to recognize practical classroom needs by meaningful integration of theoretical understanding with practical experience. This course seeks to foster understanding about one’s growth as a teacher, and the relationships between the curriculum-as-planned and curriculum-as-lived in the classroom. This course has a weight of three credits. Participation will be the major criterion. Evaluation is on a pass/fail basis.
EDSE 405 Introduction to Curriculum and Teaching.
EDSE 501 Curriculum Seminar: The Inner Life & its Significance to Practice, Research, & Ethics. This course is framed around the Jungian concept of an inner life and its ethical relationship to living both individually and collectively. In exploring this multi-layered relationship, key Jungian concepts will be addressed in applying an analytic psychological perspective to practice, research (writing) and ethics. For example, we will look at complexes (perfectionist, over-achiever, inferior, etc.) and their influence on research questions and at archetypes (warrior, helper, clown, etc.) and their influence on the way one teaches (counsels, manages, leads). We will consider the ways in which Jungian and post-Jungian perspectives contribute to individual development in the ongoing work of uncovering and attending the unconscious. This process asks that we acknowledge and understand the dynamics between our inner and outer worlds. Regardless of the vocation, this means “the expansion of consciousness and the working toward a meaningful integrated life as evidenced in authentic relationships with self and others” (Boyd & Meyers, 1988, p. 261).
EDSE 501 Curriculum Seminar: Jungian Psychology & Its Significance to Relationships. This course (pre-study requisite necessary) offers a space to explore, apply and question Jungian concepts and theories wherein they intersect with lived experience, vocation, and research. In exploring this multi-dimensional relationship, emphasis will be given to self-expression, transformation, creativity and the development of consciousness. Further, we will look to the potentials and limitations of Jungian psychology in contemporary contexts. This course includes experiential, somatic and expressive activities within a dynamic learning community.
EDSE 501 Curriculum Seminar: Culture, Memory & Meaning. This course examines cultural dynamics, in particular the concept of cultural complex which applies to religious, ethnic, gender, social even geographical identities. Through the use of psychodynamic concepts and theories we will consider new ways to understand and address not only current conflict, but also historical memory, relations to place and patterns of culture. We will question assumptions about belonging and identity delving into issues related to group memories of specific traumas, historical assumptions that operate with in the individual’s connection to present conditions, shadow processes related to “otherness” and affective responses for comprehending stereotypes, racism and genocide.
EDSE 501 Curriculum Seminar: Trauma, Memory, & the Body. “Trauma” – a word used to describe any experience that causes unbearable psychic pain or anxiety. For an experience to be “unbearable” means that it overwhelms the usual defensive measures used to shield against outer forces. Such experience can be personal, familial, cultural, ethnic, collective (national, religious, geographic). Because unbearable and intolerable events— atrocities—refuse to be buried, remembering and telling the truth about them are prerequisites both for the restoration of the social order and for the healing of individuals. The conflict between the will to deny and the will to proclaim them is the central dialectic of psychological trauma. Without a witness, and a means to express and release the event, it often manifests as a symptom thus disturbing multiple areas of functioning (educational, family, health, vocational). Traumatic experiences leave traces, whether large scale (on our pasts/histories and societies/cultures) or close to home, on our families, our students/patients/clients, and our communities, with dark effects imperceptibly passed down through generations. They too leave traces on our minds and emotions, on our capacity for joy and intimacy, and even on our biology and immune systems. This course considers current theories of trauma as well as ways to explore healing trauma through engaging processes that extend beyond the intellectual (journaling, image-making, story-telling, active imagination, plus grounding and breathing practices).
EDSE 501 Trauma & the Arts. Traumatic experiences leave traces, whether large scale, on our pasts, ecosystems, societies, and cultures and close to or on our families and communities, with shadow effects imperceptibly passed down through generations. They too leave traces on our minds (memory, thinking, learning, social engagement) and emotions, on our capacity for joy and intimacy, and even on our biology and immune systems. While considering the impact on learning, and the interpersonal relationships central to education, this course integrates current theories of trauma (evolutionary, psychodynamic, neurobiological, Indigenous). In addition, the course incorporates body-centred methods (self-regulation, breathing, and grounding) so to better explore healing trauma through arts-integrated practices: journalling, image-making, story-telling, active imagination, body mapping, poetry, movement, and nature-based expressive arts—ways that can be applied to learning, counselling, and leading contexts.
EDSE 502 Conducting Research in an Animated Paradigm. Using an animated or imaginal paradigm, this course will introduce depth psychological inquiry as an orientation to research that dwells outside the common survey of Qualitative Research Methods (Creswell). Depth Psychological Inquiry recognizes the key role of the unconscious (personal and collective) in any pursuit of knowing, particularly in conducting research. The course will begin with a review of qualitative research and research design. Attention will be paid to the differences in doing research within modern, postmodern, and post-postmodern historical paradigms. This post-post-modern paradigm is referred to as animated because it is alive, organic, and only partially known; indeed, it arises through the collective and individual, and is fluxing and emergent. Moves or methods of "data" collection and expression will be considered and practiced for the inclusion of “data” within the research. Moves of data collection may include but are not limited to: interview, arts-informed (dance/movement), imaginal dialogues, active imagination, amplification (expressed as painting, drawing, clay, dance, art, media, photography, etc.), dream, ritual, and body expression. Of importance are depth psychological concepts such as projection, complexes, and transference that must be considered and at times addressed (ethics) directly when conducting research.
EDSE 502 Mythopoetics & the Feeling Function. This focused study provides the student with the opportunity to acquire a deeper theoretical and practical understanding of the way of mythopoetics and Jung’s psychological types, with specific emphasis on the feeling function. The student is expected to demonstrate a critical understanding of the feeling function and its possible implications for teaching practice. The student is expected to be better able to describe and apply (think and feel from within) a mythopoetic approach to conceptualizing her practice in light of Jung’s and von Franz’s call to “rehabilitate eros” by offering young people opportunities to meet literature through a creative, imaginative, non-materialistic view of reality. Such an orientation honours differentiated relatedness and the unity of body and mind.
EDSE 502 A Jungian Approach with Children. This course seeks to explore in theory, practice, and writing ways insights might be gleaned from Jungian psychology and integrated into curriculum and pedagogy with children. Such integration includes specific attention to the creative process, particularly drawing, across the subject areas. The writing process is central to this course as the assignments are designed for revision and on-going feedback so to develop greater scholarly skills.
EDSE 502 Analytical Psychology & Education. This course seeks to familiarize the student with contemporary intersectionalities of analytical psychology, teacher education, and curriculum studies. In so doing, the intent is to better prepare the student to critically understand and reimagine possibilities for preparing and delivering professional development seminars to educators, administrators, and counselors, involved in secondary public education, so to foster student engagement, and psycho-social-emotional development.
EDSE 502 Soma & Psyche in Jungian Psychology. This course provides the student with the opportunity to acquire a deeper theoretical and practical understanding of the contributions of Jungian psychology to somatic awareness and body knowing, with an emphasis on dance and body movement. The student is expected to demonstrate a critical understanding of depth psychology (concepts, methods, theories, worldview) by exploring the work of selected contemporary Jungians and post-Jungians in relation to body therapy, yoga and dance. The student is expected to be better able to describe and apply ways in which depth psychology might be used in educational settings, and finally, to develop a position in relation to the final capstone project.
EDSE 502 On Loneliness & Education. This course seeks for the student to become critically acquainted with research regarding loneliness and education from a teacher’s point of view and or experience. While there is opportunity to read broadly and deeply, the student will seek to uncover new literature residing in the intersection of these two fields. Once immersed in literature, some form of organization is required to thread the material in a meaningful way, for example, philosophical, psychological, pedagogical, and teacher education (beginning, veteran, disciplinary). There will be opportunity to notice patterns, images, and gaps that arise in the literature. The student will also explore possible directions for their imagined research and so the relevance and meaningfulness of the literature to their inquiry (research question and research approach or inquiry, theory, or methodology).
EDSE 504 Curriculum Inquiry – Contemporary Issues. The overall aim of this course on curriculum inquiry is to provide the means through curriculum scholarship to become more fully involved in discussions and decisions that concern teaching, learning, the social good, and public education. Details to follow.
EDSE 511 Research Design in Secondary Education. The intention of this course is to guide you through the process of developing a proposal for your master's thesis. It is assumed you will discuss your ideas with your supervisor before advancing too far into a topic. The course will involve numerous writing activities, peer feedback, and one-on-one consultation with the course instructor. The proposal developed in this course will be further developed in consultation with your supervisor in an ongoing manner.
EDSE 601 On Nature & the Feminine. This course builds upon previous introductory courses to Jungian psychology. It offers a space to continue to explore, apply, and question Jungian concepts and theories in relation to the concepts of “feminine” and “nature.” These two concepts, while highly contentious, are understood here psychologically and culturally. In exploring these complex relationships, emphasis will be given to self-reflection (individually and group), transformation, creativity, and the development of consciousness. This course includes experiential, somatic, and expressive activities within a dynamic learning community. In addition, attendance at the Public Talk of the Jungian Society of Scholarly Studies 13th Conference is required (Friday, June 12, 2015; see www.jsssconference2015.com).
EDSE 602 The Inner Life of Teaching & Learning: Analytical Psychology, Curriculum Studies & Teacher Education. This course is framed around the Jungian concept of "inner life" and its ethical relationship to education, teaching/learning, healthcare/education, and professional development. This process asks that we acknowledge and understand the dynamics between our inner and outer worlds. For the teacher-learner this means “the expansion of consciousness and the working toward a meaningful integrated life as evidenced in authentic relationships with self and others” (Boyd & Meyers, 1988, p. 261). By extension, it means the psychosocial-emotional life along with imagination and fantasy. In exploring this multi-layered relationship, other key Jungian concepts will be considered in relation to teaching practices, curriculum theory, health, and leadership. We will consider the ways in which Jungian and post-Jungian perspectives (analytical psychology) contribute to transformative education (of both youth and adults). And, we will differentiate these perspectives from those of psychoanalysis and their educational/curriculum scholars.
EDSE 602 Trauma + Education: Intersectionalities. Building upon the evolutionary, psychodynamic, and neurobiological perspectives studied in TMB, this course goes deeper into the neuroscientific with particular attention given to cases (veterans, car accidents, sexual violence, racism, colonialism) and practice via therapists, scientists, and specific communities. It aims to integrate understanding gleaned from recent advances in brain science, attachment research, and body awareness via van der Kolk. Through Trauma & Memory, we explore Levine’s pioneering approach to trauma therapy and the Somatic Experiencing method, gaining richer understanding of implicit and explicit memories. Decolonizing Trauma Work, by Linklater, offers a decolonizing approach with the “soul wound” of colonialism at the centre. Through this text we become (better) acquainted with Indigenous notions of wellness, balance, and holistic health, including critiques of allopathic diagnoses and treatment. By extension, across all three texts, we explore other factors: depression, PTSD, resilience, violence, neglect, addiction, and relationships, all of which partake in the complexity of trauma. Attention will be given to embodied practice including breathing techniques, contemplative practices, creation-centred methods, ritual, ceremony, sharing circles, and community.
EDSE 602 The Study of Hermeneutics. This course will provide the student with the opportunity to acquire a deeper theoretical and practical understanding of hermeneutics, particularly the German philosophical tradition and the way it shapes writing, reading, thinking and research. The student will explore what it means to write, to precede, and to live hermeneutically with an emphasis on what interpretive inquiry might bring to the field of physical education, health, and wellness. The student will be expected to demonstrate a substantive understanding of the processes and writing styles that are associated with hermeneutics – within physical education constructs. In particular, they will be responsible for reading selected works of contemporary theorists, including but not limited to Hans-Georg Gadamer, Smith, Jardine, van Manen and Davey.
EDSE 610 Advanced Research Seminar in Secondary Education 1. This seminar critically analyzes ontologies, epistemologies, and axiologies from a historical perspective. It challenges current epistemological assumptions and demands a compatible fit between world view and research approach, thus the ensuing ethics and design. Working back and forth between ontological positioning and imagining research design, the seminar questions the appropriateness of approaches/theories/methodologies to each other as well as to the research problem or question. It teaches the critical thinking necessary to commit to corresponding strategies of inquiry and/or methods/moves to approach, collect, create, analyze, interpret, and present/express “data.” This “big picture” of research design will be taken up alongside current issues associated with educational research. Upon understanding the necessity of “fit” or coherence across all parts of a specific conceptualized research project, emphasis will shift to “doing” post-qualitative/interpretive/critical/imaginal research as a practical, ethically-mediated engagement.
EDSE 900 Secondary Education Research—Capping Exercise. The purpose of the research or capping exercise is to provide for the in depth exploration of a particular issue or topic related to the students’ professional lives. This course will guide you through the process of developing a capping paper based on an identified research issue or problem. The in-class portion of the course will involve numerous writing activities followed by peer feedback and one-on-one consultation with the course instructor.
CHRTP 523 Jungian Psychology. Psychotherapeutic process and spirituality is explored in the context of Jungian analytic thought. This course integrates key concepts such as projection, transference, and typology in exploring the individuation process. Further exploration will be made of dreams, the numinous and the psyche-soma relationship as they relate to psychological development and the Jungian therapeutic process.
EDU 596 Teaching and Leading for Psycho-Social-Emotional Health. This course is designed specifically for teachers, leaders, and school staff to build the foundational knowledge and skills required to meet the psycho-social-emotional needs of youth and adults through strategies, methods, and intercultural pathways in school contexts. Theory and practice focus on teacher and leader competencies including Fostering Effective Relationships to support student learning (TQS 1 & LQS 1), Demonstrating a Professional Body of Knowledge in relation to mental health and well-being (TQS 3), Establishing Inclusive Learning Environments focused on student well-being (TQS 4), Embodying Visionary Leadership to implement a shared vision for student success and well-being (LQS 3), and Leading a Learning Community where diversity is embraced (LQS 4). Trauma-sensitive pedagogy and practice, informed by multi-perspectival trauma research, will be woven through the course content and objectives.
Poetic Inquiry or Synchrony & Love: A New Order of Gravity, Special Issue Journal Release!
Arts | Research International: A Transdisciplinary Journal
Trauma-Sensitive Practice Graduate Certificate, Educational Studies
As a trauma-specialized teacher-researcher and scholar, I have been attentive to the health of students and teachers (pre- and in-service) for nearly a decade through my participatory, creation- and somatic-centred research. Concerned about the impact of COVID-19 upon our schools and communities, in addition to social distancing, masking, and isolation, I designed an innovative, praxis-oriented Trauma-Sensitive Practice Graduate Certificate. Specifically, it seeks to support Alberta teachers and leaders to better meet the needs of students, staff, and families in ways related to their personal and collective wellbeing, balance, resilience, and vitality. In general, the knowledge and skills developed through this program would be of benefit to psychologists, counsellors, nurses, social workers, principals, and others. This new graduate certificate targets TQS #1 and LQS #1 and seeks to support healthier (mental, physical, emotional, and spiritual) communities overall.
Description: This transdisciplinary four-course sequence is designed specifically for teachers, health-care professionals, and school staff (EAs, consultants, leaders) to build multi-perspectival knowledge and skills required to meet a wide-range of needs of children, youth, and adults, including trauma-based responses. Such understanding will be developed through strategies, methods, and intercultural pathways for diverse learning contexts. Trauma-sensitive pedagogy, trauma-informed practice, and trauma-specialized knowledge, as theory and praxis--with embodied practice integrated throughout--frame and shape the courses comprising the graduate certificate.
The first cohort commences September 2022! Join us.
Spring Academic Course: May 7-29, 2022 in Grenoble, France
Albert Einstein said, “If you want your children to be intelligent, read them fairy tales. If you want them to be more intelligent, read more fairy tales!” What place might fairy tales have in the twenty-first century? What insights might this collective folk literary form offer? How might fairy tales aid psychological development, in both socializing and subverting ways?
In this course we will consider various fairy tales, youth, mid-life and elder tales, including those by Charles Perrault (1628-1703). As a workshop, using depth psychological theory, we will consider select tales as personal, cultural, and archetypal stories about constellations of our own inner figures, that is, intrapsychic dramas that have been unconsciously internalized from outer world events, narratives, and interactions. Only by becoming conscious of our inner figures and recognizing them as psychological structures are we able to address them. That is, only when we actively engage in re-membering our pasts might we re-collect parts that we have left behind. In this way, we are able to break the unconscious hold of a repetitious story, preventing us from living more fully and consciously. A poetic and symbolic approach will be taken wherein imagination, feeling, body, relational, contemplative, and expressive practices will be used. This approach will be complimented by exploring Grenoble itself with its interweaving layers of history and memory, cultural and artistic spaces.
A doctoral-level research seminar that deals with selected topics and addresses all stages of the research process. Prerequisite: consent of Department.
Content varies from term to term. Topics announced prior to registration period. The student's transcript carries title descriptive of content. May be repeated. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
Research - Publications
Selected Research Studies and Publications (since 2010)
Book (Editor & Peer-Reviewed)
Fidyk, A., & St. Georges, D. (Eds.) (in press). Poetic Inquiry as synchrony & love: A new order of gravity.
St. Georges, D., & Fidyk, A. (2003). Sisters of the Protectress. Finishing Line Press.
Mayes, C., Grandstaff, M., & Fidyk, A. (2019). Reclaiming the fire: Archetypal reflectivity in three voices. Rowman & Littlefield.
Sameshima, P., Fidyk, A., James, K. & Leggo, C. (Eds.). (2017). Poetic inquiry: Enchantment of place. Vernon.
Fidyk, A., Wallin, J., & den Heyer, K. (Eds.). (2008). Democratizing educational experience: Envisioning, embodying, enacting. Educator’s International Press.
Book Chapters (Refereed)
Fidyk, A. (2023). Voice as image: Image as voice. In J. Markides, & D. St. Georges (Eds.), Art as reconciliation, resistance, resurgence and renewal (pp. ). DOI Press.
Fidyk, A. (2023). Indigeneity as love. In N. Honein, & M. McKeon (Eds.), Reclaiming lands, languages, and belongings: A Poetic celebration (pp. 143-154). Vernon Press.
Fidyk, A., & St. Georges, D. (2022). The gifting of a feather: An offering to reanimate learning. In E. Lyle (Ed.), Re/centring lives and lived experience in education (pp. 13-41). Brill.
Fidyk, A. (2019). Contemplative, somatic, and arts-integrated methods for girls’ well-being. In S. Faulkner & A. Cloud (Eds.). Poetic Inquiry as social justice and political response (pp. 39-61). Vernon Press.
Fidyk, A. (2017). “A setting of things side by side.” In P. Sameshima, A. Fidyk, K. James, & C. Leggo (Eds.). Poetic inquiry: Enchantment of place (pp. 16-18). Vernon Press.
Fidyk, A. (2017). An aesthetic of the underworld. In P. Sameshima, A. Fidyk, K. James, & C. Leggo (Eds.). Poetic inquiry: Enchantment of place (pp. 211-219). Vernon Press.
Fidyk, A. (2017). The influence of cultural and familial complexes in the classroom: A Post-Jungian view [invited]. In. j. jagodzinski (Ed.). The Precarious future of education: Risk and uncertainty in ecology, curriculum, learning, and technology (pp. 71-108). Palgrave Macmillan.
Fidyk, A. (2016). Coming home—A journey to the underworld. In J. Davidson, & Y. Saber (Eds.). Narrating illness: Prospects and constraints (pp. 13-24). Inter-Disciplinary Press. ISBN: 978-1-84888-488-5
Fidyk, A. (2016). Seeing with an unconscious eye. In K. Galvin & M. Prendergast (Eds.). Poetic inquiry II: Seeing, understanding, caring (pp. 3-20). Sense Publications.
Fidyk, A. (2015). A black blessing. [invited] In D. Jardine, G. McCaffrey, & C. Gilham (Eds.). On the pedagogy of suffering: Hermeneutic and Buddhist meditations. Peter Lang. (pp. 101-106).
Fidyk, A. (2012). An ethics of humility [invited]. In C. Chambers, E. Hasebe-Ludt, A. Sinner, & C. Leggo (Eds.). A Heart of wisdom: Life writing as empathetic inquiry (pp. 306-315). Peter Lang.
Fidyk, A. (2011). Suffering within: Seven moments of ignorance [invited]. In E. Malewski & N. Jaramillo (Eds.), Epistemologies of ignorance in education (pp. 129-165). Information Age Publishing.
Fidyk, A. (2010). ‘Invisible loyalty’: Approaching suicide from a web of relations – A Chapter response [invited]. In E. Malewski (Ed.), Curriculum studies – the next moment: Exploring post-reconceptualization (pp. 439-444). Routledge.
Fidyk, A. (2008). This small box of “images and things”: Letter of invitation. In A. Fidyk, J. J. Wallin, & K. den Heyer (Eds.), Democratizing educational experience: Envisioning, embodying, enacting (pp. 1-3). Educator’s International Press
Fidyk, A. (2008). Writing and speaking silence. In B. Warland (Ed.), Silence in teaching and learning. (p. 30). Ottawa: Council of 3M National Teaching Fellows & Society for Teaching and Learning in Higher Education.
Fidyk, A. (2008). Democracy and difference in education: Interconnectedness, identity, and social justice pedagogy. In D. E. Lund, & P. R. Carr (Eds.), Doing democracy: Striving for political literacy and social justice (pp. 139-158). Peter Lang.
Crane dancing | Centring as expressive arts practice.
Poeisis: A Journal of the Arts & Communication.. 2023 May;
Red Thread dancing|Feather dreaming.
St. Georges, D., & Fidyk, A.
Qualitative Inquiry. 2023 April;
Rehabilitation of imagination for renewing group life.
Journal of Management, Spirituality & Religion, “Imagination & Organizational Lives: Exploring the Liminality of the Human Experience,” Special Section. 2023 April; 20 (2):163-181
Silence as generative process and practice.
Holistic Education Review, Special Issue: Meditative Inquiry. 2022 December;
The way of Crane.
Artizein Arts & Teaching Journal. 2022 December; 7 (1)
The Art of slowness: Healing through symbolic process.
Poeisis: A Journal of the Arts & Communication. 2022 May; 26 (1):70-77.
Artizein Arts & Teaching Journal. Special Issue: Stories that Mattered. 2021 December; 6 (1):65-71
Journal of the Canadian Association for Curriculum Studies, Walking Pedagogies Special Issue. 2021 April; 18 (2):103-118
Fidyk, A., & St. Georges, D.
Artizein: Arts & Teaching Journal. 2020 September; 5 ((1)):82-97
Fidyk, A., Krahn, M., Balinska-Ourveda, V., Jacobsen, K., & Brooks-Starks, A.
Art|Research International: A Transdisciplinary Journal. 2020 April; 5 (2):452-460
Art|Research International: A Transdisciplinary Journal. 2020 April; 5 (2):461-488
In-education. Special Issue in Teacher Education. 2019 September; 25 (1):51-76
LEARNing Landscapes, “Understanding Ways of Knowing: Insights & Illustrations". 2019 April; 12 (1):107-124
In P. Bray (Ed.). Voices of illness: Negotiating meaning and identity. 2019 January; 10.1163/9789004396067_007
International Journal of Jungian Studies. 2018 May; 5 (3)
Rising from the land of the Mud Mothers
Fidyk, A., Neilsen Glenn, L., & Nudelman, M.
In L. Butler-Kisber, J. J. Guiney Yallop, M. Stewart, & S. Wiebe (Eds.). Resonance: Poetic inquiries of reflection and renewal. 2017 January;
“Special Issue: Imagination and the Creative Process” Psychological Perspectives. 2016 June; 59 (2): 177-190
International Journal of Jungian Studies. 2016 May; 8 (3):181-194
International Journal of Jungian Studies. 2016 May; 8 (3):195-210 10.1080/19409052.2016.1195426
Journal of Canadian Association of Curriculum Studies Special Issue, Canadian Curriculum Studies: A Metissage of Polyphonic Textualities. 2016 May; 14 (1):199-210
Fidyk, A., Neilsen Glenn, L., & Nudelman, M.
In J. Guiney Yallop, & S. Faulkner (Eds.). In Education: Exploring Our Connective Educational Landscape . 2014 December; 20 (2):21-28
International Journal of Multiple Research Approaches, Special Issue: Depth Psychological Research Approaches. 2013 December; 7 (3):378-391
In M. Miskovic (Ed.). Roma education in Europe: Practices, policies and politics . 2013 July;
Attuned to silence: A pedagogy of presence
In S. Malhotra & A. Carrillo Rowe (Eds.), Silence and power: Feminist reflections on the edges of sound. 2013 July;
Buddha as a walkaway
Spring: A Journal of Archetype and Culture. Buddhism and Depth Psychology: Refining the Encounter. 2013 April; 89
Visitor, host & chrysanthemum: Hosting the unconscious in poetic form
Thomas, A. Cole, & C. Manley (Eds.) in The Art of poetic inquiry . 2012 January;
Suffering within: Seven moments of ignorance
In E. Malewski & N. Jaramillo (Eds.), Epistemologies of ignorance in education. 2011 April;
Spring: A Journal of Archetype and Culture, – On Home and the Wanderer. 2011 January; 85 (75-102)
Jungian Journal of Scholarly Studies. 2010 January; 6 (2)
Re-reading Pandora: Opening curriculum to a mythic sensibility
In J. Maudlin, B. Stodghill, & M. Fang He (Eds.). Engaging the Possibilities and Complexities of Hope: Utterances of Curriculum and Pedagogy’s Past, Present and Future. 2009 September;
Educational Insights . 2009 September; 13 (3)
Jung Journal: Culture & Psyche. 2009 September; 3 (4):59-68
Fidyk, A., & Wallin, J.
Educational Insights. 2008 September; 12 (1)
Jung: the e-Journal. 2008 September; 4 (1)
den Heyer, K., & Fidyk, A. (2007).
Educational Theory. 2007 May; 57 (2):141-157
Desperately seeking anti-racism education resources [feature article].
Lund, D. E., & Fidyk, A.
Directions: Research and Policy on Eliminating Racism. 2006 September; 3 (1):53-64
In-breathing-out: Cultivating subjectivity and relationships
International Journal of Learning. 2006 July; 11
Educational Insights. 2006 July; 8 (2)
Recherchons désespérément des resources pédagogiques sur l’antiracisme [article vedette]
Lund, D. E., & Fidyk, A.
Directions: Recherche et politiques sur l'elimination du racisme. 2006 July; 3 (1):65-76
Fidyk, A., & Wallin, J.
Journal of Curriculum & Pedagogy. 2006 January; 2 (2):215-243 10.1080/15505170.2005.10411566
International Journal of Learning. 2005 October; 1 (10):3159-3168
Interchange. 2000 June; 31 (2/3):301-317