Associate Professor | Visual Arts Education | Studio
Book Chapters
de Oliveira Jayme, B. (2025–Submitted). Clay, Memory, and Childhood: Sculpting Public Pedagogies of Becoming. In Wordling Education Differntly: Engaging in Trans-practices.
de Olivera Jayme, B. (2025–Submitted). Lines That Move, Worlds That Emerge: Rhizomatic Pedagogies through Kinetic Sculpture. In Wordling Education Differently: Engaging in Trans-practices.
de Oliveira Jayme, B. (2025–Submitted). Entangled Dialogues: Posthumanist Encounters with Digital Culture, Visual Arts Education, and AI in Transnational Contexts.
de Oliveira Jayme, B., & Sanford, K. (2025). Collaborative Mosaics: A Rhizomatic Approach to Arts-based Multiple Literacies. In Arts-Based Multiliteracies for Teaching and Learning. Editor: Berryl Peters. IGI Publisher.
de Oliveira Jayme, B., & Liang, Zhe. (2025–Accepted). The democratic dimension of the arts and the artistic dimensions of democracy: The aesthetics of decolonizing art education. In: For the land, for the future: Knowledge mobilization handbook for critically engaged media production. Ed. E. Gilping and A. Boudreault-Fournier.
de Oliveira Jayme, B. (2025–Submitted). Aesthetic democracy and the re-distribution of the sensible: Rhizomatic experiences in collaborative mosaics. In Teaching global competencies: Theoretical perspectives and practical applications for inside and outside the classroom. Ed. K. Magro.
de Oliveira Jayme, B., & Sanford, K. (2025–Submitted). Kinetic sculptures as multimodal and rhizomatic practice in adult arts education.In Teaching global competencies: Theoretical perspectives and practical applications for inside and outside the classroom. Ed. K. Magro.
de Oliveira Jayme, B., Sanford, K., & Tosi, R. (2025–Submitted). Hacking the museum: Creating dialogical spaces for early and elementary curriculum.In Teaching global competencies: Theoretical perspectives and practical applications for inside and outside the classroom. Ed. K. Magro.
de Oliveira Jayme, B. (2024–in press). Community museums: dialogical spaces for knowledge creation, mobilization and income generation for marginalized citizens. In Propositions for museums. (49-59). DOI: https://doi.org/10.1386/9781789389135_6
Moura, G., & de Oliveira Jayme, B. (2024–in press). Práticas digitais e educativas no Canadá: empatia e inclusão social em contexto pandêmico. In: Paniago, M. C. L. and Moura, G (Eds.). Culturas Digitais, Práticas Educativas Inovadoras e Ubíquas na Pós-Graduação Stricto Sensu em Contexto Intercultural: Brasil – Canadá – Inglaterra. Editora UEMS, MS–Brasil.
de Oliveira Jayme, B., & Sanford, K. (2024). Museum hacking as a tool for critical and transformative pedagogy. In Tereza C., & Johanne J-P. Promoting Inclusion and Justice in University Teaching. Elgar Online (123–136). DOI: https://doi.org/10.4337/9781035323456.00017
deOliveiraJayme,B.(2022). Intersecting graffiti art and museum exhibits: Pedagogical artifacts and research tools in teacher education. In D. Clover, K. Sanford, W. Samara Allen (Eds.). Academic project designs and methods: from professional development to critical and creative practice. (pp. 18–24). University of Victoria Press. ISBN 978-1-55058-705-0
de Oliveira Jayme, B., (2020). The heART of engagement: Experiences of community created mobile art gallery in Brazil. In L. Levac & S. Wiebe (Eds). Creating spaces of engagement: Policy justice and the practical craft of deliberative democracy. (pp. 273–295). University of Toronto Press.
de Oliveira Jayme, B., Gough, K., Sanford, K., Monk, D., Mimick, K., O’Connor, C. (2016). Museum hacking as adult education: teachers creating disturbances and embracing dissonances. In D. E. Clover, K. Sanford, L. Bell & K. Johnson Adult (Eds.). Education, museum, and art galleries: Animating social, cultural and institutional change. (pp. 215–227). Sense Publisher.
de Oliveira Jayme, B., Reis, G. & Roth, W.-M. in R. V. Nata (2011). Egomorphism: discursive pedagogical artifact for science education. Progress in education. Vol. 26. Nova Science Publishers Inc. ISBN 978-1-61324-321-3.
W.-M., Ardenghi, D., Boyer, L., Emad, G., Hsu, P.-L., de Oliveira Jayme, B., Kim, M., Pozzer-Ardenghi, L., Reis, G., Stith, I., & van Eijck, M. in K. Tobin & J. Kincheloe (2007.) Being, becoming, belonging: life in an international research group, by Roth, (Series Eds.) & S. M. Ritchie (Vol. Ed.), Bold visions in education research. Vol. 19. Research collaboration: Relationships and praxis (133–158), Rotterdam: Sense.
Bruno de Oliveira Jayme, Ph.D. 