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Contribution
The quality of arts informed inquiry has attracted a great deal of controversy in recent times as it has gained in popularity as an educational research methodology. As with other innovative methodologies there have been lively debates about its rigour, authenticity and application. This paper seeks to examine these issues using several recent research projects undertaken by staff and higher degree research students at the University of Sydney.An initial literature review highlighted a range of issues raised by the use of arts informed research. These were used as lenses to analyze eight recent research projects undertaken in the Faculty of Education and Social Work at the University of Sydney. Each project related to some aspect of teacher education/professional learning and used arts informed inquiry in data gathering and/or analysis and/or representation and/or reporting. While the projects investigated a range of diverse issues in teacher education there are a number of common elements raised through the meta-analysis. These are highlighted and discussed alongside a range of ongoing issues. It is essential that arts based research is seen as an important methodology which can locate and develop important new understandings in the field of teacher education. Alexander, H. (2003). Aestetic Inquiry in Education: Community, Transcendence, and the Meaning of Pedgagogy. Journal of Aesthetic Education, 37 (2), Summer, 2003, p1-18. Barone, T. (2001). Touching eternity. New York: Teachers College Press. Barone, T. (1997). Arts based educational research. In R. Jaegar (Ed) Complementary methods for research in education. Washington, DC: AERA Diamon, P. & Mullen, C. (Eds) (1999). The post modern educator: Arts based inquires in teacher development. New York: Peter Lang Ewing, R. & Smith, D. (2004). Locating New Epiphanies. In A. Cole, L. Neilsen, J. G. Knowles & T. Luciani (eds). Provoked by Art: Theorizing Ars-informed Research
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