Session Information
29 SES 02 B, Parallel Paper Session
Paper Session
Contribution
Taking advantage of the theme of this year's conference "Creativity and Innovation in Educational Research", I would like to share with the participants the methodology that I chose to dialogue with the images of the research currently conducted for the thesis "Visual Cultural Relations and Educational Perspective Projects Working in a training course" for the Ph.D. "Arts and Education" at the University of Barcelona.
This research seeks to explore how a training group, working under the “Perspectiva Educativa de los Proyectos de Trabajo (PEPT)”, a project based learning perspective, developed knowledge during their meetings. In these meetings the teachers dialogue with the issues, concerns and experiences emerging from their teaching practices.
My approach to this form of knowledge production occurs through ethnographic study of these group meetings and micro-ethnographies made in their classes.
Being this an ethnographic research, I have provide myself with the traditional equipment of this trip to the field and started to take pictures of the group's meetings, encounters, people, and schools and their contexts .
At first the pictures had the function of recording the field, but were changing their status in research while I went to deepen in the relationship between visual culture and that educational perspective.
The transition between these perspectives made me understand that the images may take different roles in the research.
They may be merely illustrative of the situations or generate complementary data for research. For photos to take that role they have to share the same concerns of the research project. And for that, when taking the pictures, they have to accompany the leading research problem. Thus imagetic production becomes part of the thesis as a visual research method (Rose, 2012). Gillian Rose describes this methodology as "this body of social science work uses various kinds of images as ways of answering research neither questions, nor by examining images (...) but by making them”. Thus the images become part of the research data.
Not only for the historical period in which we find ourselves, where the visual is at the core of our lives, identified by the word "ocularcentrism" coined by Martin Jay (1993), but mainly by the fact that I’M an art teacher, my concerns is how the production and appropriation of images is done today, especially in education. Not thinking about on the multiple uses and meanings that an image can have would be a serious contradiction in both fields where I am working nowadays, which means in my journey as an art educator and in my research.
Method
Expected Outcomes
References
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