Session Information
29 SES 06 A, Parallel Paper Session
Paper Session
Contribution
This paper is a summary of the PhD project I have been developing for the Arts and Education program at the University of Barcelona. The objective of presenting my work in this International Conference, is to seek in this instances, critical insights and different ways of understanding art teachers, that provide new insights or inspirations for my project.
My research emerges as a concern, of my subjective experience, as a Chilean woman, artist, teacher and researcher, to grasp the subjective experience of other Chilean women that works as artists and as secondary art teacher.
The experience told previously, drives me the desire to understand, as general objective, the lived experience of other Chilean women artists-teachers, from what it means for them, to transit between their artistic practice and their teaching practice. From this concern, in my project i would like to open a space of re-interpretation, that allow this teachers to talk and understand together, how they see them self in their lived experience as womens, and dialogue these practices, dualities, tensions, or the sub-identities that struggle in their everyday life.
From the above, i will work focus on 3 points
1. Researching form their experience what have been and what are now the places of women in education and in the visual arts, both in Chile and in other cultures? Investigating these questions will allow me to understand between what discourses they transit and from wich they inderstand and accept them as artists and teachers, in everyday practice. In turn, other important questions regarding these transits are:
Understand from their position as women artists how they focus and project their teaching practice?
How does the type of artistic practice they perform, has to face and understand their role as teachers of art ?
How dialogues their artistic and teaching experience?
2. Related in how to narrate themselves and give new meaning, from a reflexive practice, allow to reveal aspectsof how they perceive themselves and want to be, as women artists-teachers, beyond dominant discourses that categorize them?
3. Understand how these women, from the dialogue and the reflective act of narrating the interweaving of their experiences as artists and teachers, are shaping their identity?
Finally, this research is based on a interpretative phenomenological and narrative framework, and it starts from the point that we are beings that conform ourself from to the stories that we carry and we share with others. In the same way I place this investigation in a social construccionist, postmodern and posestructural feminist approach. Feminist theory is very important, not only because of researching the experience of being women, but also to understand and place, the non value that lead this art teachers in Chile, that have been silence and not authorized for years.
The final object of this project is to give a space for art teachers, that through the narrative reconstructed may authorized (from a reflective work) and could emancipate themselves as teachers and enable them to understand their practice as teachers and improve it.
Method
Expected Outcomes
References
Beijaard, D., Meijer, P., Verloop, N. (2004) Reconsidering research on teachers’ professional identity Teaching and Teacher Education 20 107–128 Bullough, R., Crow, M., Knowles, N. (1991) Emerging as a Teacher. London: Routledge Braidotti, R. (2004) Feminismo, Diferencia sexual y Subjetividad Nómade. Barcelona: Gedisa. Braidotti, R. (2000) Sujetos Nómades. Corporización y diferencia sexual en la teoría feminista contemporánea. Buenos Aires: Paidós. Clandinin, J., y Connelly, M. (1995). Relatos de experiencia e investigación narrativa. En Larrosa y otros., Déjame que te cuente. Ensayos sobre narrativa y educación. Barcelona: Laertes Clandinin, J. y Connelly, M. (1990) Stories of experience and Narrative Inquiry. 19 (5), 2-14. Clandinin, J. y Connelly, M. (1994) Teachers telling stories. Teacher Education Quarterly. 21 (1), 145-158. Contreras, J., Pérez de Lara, N. (2000) Investigar la experiencia educativa. Madrid: Morata Bolivar, A., Fernández, M., Molina Ruiz, E. (2005) Investigar la identidad profesional del profesorado: Una triangulación secuencial. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6 (1), 1-18. Dewey J. (2010) Experiencia y Educación. Madrid: Biblioteca Nueva Ellingson, L., Ellis, C. (2007) Handbook of Constructionist Research. Capítulo 23: Autoethnography as Constructionist Project. 445-465. New York: Guilford Ellsworth, E. (2005) Posiciones en la Enseñanza. Madrid: Akal Goodson, I. (2004) Historias de Vida del Profesorado. Barcelona: Octaedro Goodson, I., Hargreaves, A. (1996) Teacher´s Professional Lives. Canada: Falmer Press Hernández F., Riffa, M. (2011) Investigación Narrativa y Cambio Social. Barcelona: Octaedro Munro, P. (1988) Subject to Fiction. Women Teachers Life History Narratives and the Cultural Politics of Resistance. Ed. Open University Press: Philadelphia. Van Manen, M. (1990) Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. Ed. State Univ Of New York: New York. Van Manen, M. (2003) Investigación educativa y experiencia vivida ciencia humana para una pedagogía de la acción y a sensibilidad. Idea Books: Barcelona.
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