02 SES 09 A, Education and Transition: Enabling of Young Unemployed People
We want here to explore the concept of living inquiry that could contribute to contextualise and understand the contributions made by the young people. We have explored the notion of living inquiry as part of our position as researchers and educators (Fendler, 2013; Miño & Sancho; 2014). This notion comes from Merleau-Ponty (1962) who conceived research as an enactive space of living inquiry. In a/r/tography, per example, “living inquiry is an aesthetic encounter, where the process of meaning making and being are inextricably connected to an awareness and understanding of art” (Springgay, Irwin, & Kind, 2005: 902). From this perspective, what the “Show your Own Gold” project is offering to the youth is the opportunity of being engage in a living inquiry experience as “an embodied encounter constituted through visual and textual understandings and experiences rather than mere visual and textual representations” (idem: 902). By taking a living inquiry position we are able to offer youth the possibility of visualizing their biographical experiences and reflecting on new personal and professional alternatives for their vocational trajectories. This means that the process promoting by this project could promote “a disruption of established ways of knowing, through learning events” (Atkinson, 2012: 10).
References Atkinson, D. (2012). Contemporary Art in Education: The New, Emancipation and Truth. The International Journal of Art & Design Education, 31 (1), 5-18. Fendler, R. (2013). Visual culture as living inquiry: looking at how young people reflect on, share and narrate their learning practices in and outside school. Mapping and evaluating research on Young people as Visual Culture Producers. UPNA, Pamplona. 22-23 November. Merleau-Ponty, M. (1962). Phenomenology of perception. New York: Routledge. Miño, R. & Sancho, J.M. (2014). Exploring young people learning experiences through visual representations. Between online and offline, inside and outside school. Rethinking Educational Ethnography. Researching on-line communities and interactions. The Fourth Annual Conference. University of Copenhagen. Copenhagen 3- 4 June 2014 Springgay, S.;. Irwin, R. & Kind, S. W. (2005). A/r/tography as Living Inquiry Through Art and Text. Qualitative Inquiry, 11, 897-912.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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