Relevant bibliographies by topics / Arts-Informed Narrative Inquiry

Academic literature on the topic 'Arts-Informed Narrative Inquiry'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Arts-Informed Narrative Inquiry"

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Schwind, Jasna, Margareth Zanchetta, Kateryna Aksenchuk, and Franklin Gorospe. "Nursing students’ international placement experience: an arts-informed Narrative Inquiry." Reflective Practice 14, no. 6 (December 2013): 705–16. http://dx.doi.org/10.1080/14623943.2013.810619.

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Caulley, Darrel. "Book Review: Qualitative Inquiry: Thematic, Narrative and Arts-Informed Perspectives." Evaluation Journal of Australasia 12, no. 1 (March 2012): 53–55. http://dx.doi.org/10.1177/1035719x1201200113.

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Schwind, Jasna Krmpotić, and Gail M. Lindsay. "Arts-Informed Narrative Inquiry: Crossing Boundaries of Research and Teaching-Learning." LEARNing Landscapes 9, no. 2 (April 1, 2016): 473–87. http://dx.doi.org/10.36510/learnland.v9i2.788.

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Creative engagement accesses profound knowing and understanding that is not reachable by words alone. Situated in Connelly and Clandinin’s Narrative Inquiry, we use creative self-expression in teaching-learning, research, and practice. We examine artful approaches used in research with students and nurses in mental health, and in our classrooms. Through such artful inquiry we push the boundaries of what it means to co-create knowledge. Our students, future caregivers, learn how knowing has both epistemological and ontological dimensions. In our experience, it is embodied knowing that has the greatest potential for making connections with those in our care.
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Lindsay, Gail M., and Jasna K. Schwind. "Arts-informed narrative inquiry as a practice development methodology in mental health." International Practice Development Journal 5, no. 1 (May 13, 2015): 1–12. http://dx.doi.org/10.19043/ipdj.51.005.

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Lindsay, Gail, and Jasna K. Schwind. "Arts-Informed Narrative Inquiry into nurse-teachers’ legacy for the next generation." Reflective Practice 16, no. 2 (December 23, 2014): 195–205. http://dx.doi.org/10.1080/14623943.2014.992405.

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Yuan, Yanyue, and Richard Hickman. "“Autopsychography” as a Form of Self-Narrative Inquiry." Journal of Humanistic Psychology 59, no. 6 (August 4, 2016): 842–58. http://dx.doi.org/10.1177/0022167816661059.

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In this article, we propose “autopsychography” as a form of self-narrative inquiry. Autopsychography seeks to track the shaping of creative paths when reflecting on lived experience as opposed to simply reporting what happened. We illustrate three major theoretical implications underpinning this concept: its rootedness in humanistic psychology that frames the human subject as the “whole person”; its emphasis on “change” and “growth,” core to educative experience; and its arts-informed features. We situate our discussions of autopsychography in the context of self-narrative approaches and we underscore its distinctiveness through comparisons with autoethnography as an already well-recognized methodology. We then present an autopsychographic study into Yanyue’s experience after submitting the softbound copy of her PhD thesis in which she experimented with an “oral diary” and the use of “found poetry” as ways of presenting data.
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Schwind, Jasna K., Elaine Santa-Mina, Kateryna Metersky, and Erica Patterson. "Using the Narrative Reflective Process to explore how students learn about caring in their nursing program: an arts-informed Narrative Inquiry." Reflective Practice 16, no. 3 (May 4, 2015): 390–402. http://dx.doi.org/10.1080/14623943.2015.1052385.

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Walji-Jivraj, Neelam, and Jasna K. Schwind. "Nurses’ experience of creating an artistic instrument as a form of professional development: an arts-informed narrative inquiry." International Practice Development Journal 7, no. 1 (May 17, 2017): 1–18. http://dx.doi.org/10.19043/ipdj.71.003.

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Schwind, Jasna K., Gail M. Lindsay, Sue Coffey, Debbie Morrison, and Barb Mildon. "Opening the black-box of person-centred care: An arts-informed narrative inquiry into mental health education and practice." Nurse Education Today 34, no. 8 (August 2014): 1167–71. http://dx.doi.org/10.1016/j.nedt.2014.04.010.

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Bhattacharya, Kakali. "Understanding Entangled Relationships Between Un/Interrogated Privileges: Tracing Research Pathways With Contemplative Art-Making, Duoethnography, and Pecha Kucha." Cultural Studies ↔ Critical Methodologies 20, no. 1 (November 14, 2019): 75–85. http://dx.doi.org/10.1177/1532708619884963.

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I explore how using a bag portrait activity, duoethnography, and a mixed-medium layering method of arts-informed analysis in a doctoral-level qualitative research class enhanced students’ understanding of their un/interrogated privileges, relationship between Self and Other, and the role of creativity in inquiry. Using pecha kucha as a medium and a message allowed me to integrate visual information and de/colonial and anti-oppressionist narratives. Using creativity as a mode of instructional activity, class project, way of data collection, analysis, and representation lend to aspects of performative selves and our role as agentic, ethical, compassionate qualitative researchers.
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Dissertations / Theses on the topic "Arts-Informed Narrative Inquiry"

1

Szabo, Joanna. "Restor(y)ing relational identities through (per)formative reflections on nursing education : a textual exhibitionist's tale of living inquiry." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/4911.

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At the outset, I dis-claim any knowledge or understanding what-so-ever, which is a peculiar stance to take for a nurse educator immersed in the language of “expertise,” “best practices,” and “champion” healthcare offerings. I do not dis-claim knowledge to absolve my professional accountability, nor do I absolve myself of being responsible for my text, rather I apprehend this journey of sentience and incarnation as an infant experiencing and learning the world in which it finds itself. It is only through a naïve, furtive play that I am able to proceed, through the difficulties and paradoxical tensions of constructed identities, without complete paralysis. As I play and ponder my way through multiple methodologies, a representational form emerges between repetitious moments of contemplation, remembering lived experiences, and reflecting on philosophical discourses. The difficulty or tension lies in the provocation of identities, as nurse, educator, and mother, among many other stances and formulations. Each identified discourse compels me to challenge the gaps in my knowledge in new ways. As I explore, I unravel the forms of text that are various incarnations of narrative reflection. The choices I make are about inquiring through concept, form and identification, which I both uniquely challenge as an individual and hold in common by being socially and historically situated. Each transition, contemplation and provocation is hopeful and volatile. I am always attuned to how it is that I live the spaces between each, unknowing my “self” as my otherness, letting go the ideal/real and becoming the (/) through a relational pedagogy.
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Stanley, Denise Y. "Teaching Is My Art Now." University of Sydney, 2008. http://hdl.handle.net/2123/2653.

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Doctor of Philosophy
This arts-informed inquiry is grounded in the lived experiences of five self-proclaimed artists including the researcher, who have turned to careers in teaching at varying stages of their lives. The stories of their transitions and evolving identities as both artists and teachers provide the investigative focus for this study. Although this research is relevant to teachers more generally, it specifically focuses on those who have chosen to teach Visual Arts. Particularly suited to a postmodern, arts-informed inquiry, the diverse forms of knowing that create our everyday experiences are acknowledged. The researcher became the bricoleur who collaged the individual stories of the first year artist-teachers into an integrated work of art. This constructivist approach included the use of visual imagery to transcend linguistic description. Through artworks, photographs, a self-narrative and novelette, the multiple ways these early career Visual Arts teachers came to understand themselves and their journeys are explored. This study has the potential to inform novice teachers of the transitions they may experience as they enter the teaching profession. Possible challenges, including the recognition that idealised beliefs might be traded in for more realistic representations, are discussed along with the notions of teaching as an art and the concept of resilience.
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Bailey, Erika J. M. "Paddling as Place Arts-informed Inquiry into Experiential Learning of Place and Ecological Identity." Thesis, 2010. http://hdl.handle.net/1807/32913.

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I explore how recreational canoeists develop sense of place developed and ecological identity through experience. The intersection between artefact and narrative is the entry-point of exploration of understandings of how recreational canoeists learn through experiences. There are three structural elements. A factional narrative arc of a canoe trip frames the work. Fragments of collective narratives: weave into this story and add richness and depth of experience. Participants’ interwoven narratives form the second element of this work. Finally, footnotes underpin this text to explain and support the research. They emerge to reflect the complexity of telling, and understanding, experience. This is a story of stories. This is a story of a trip that never happened. It holds real participants’ narratives based in lived experiences that shape this story. Narratives emerge between artefact and experience, between experience and ecological identity, between ecological identity and place, and between place and story.
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Lush, Laura. "Swing Beam: My Father's Story of Life on the Farm and the Barns He Loved and Lost--An Arts-informed, Life History Perspective." Thesis, 2013. http://hdl.handle.net/1807/42632.

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Through narrative, poetic, and visual inquiry, this arts-informed thesis reclaims the silenced voices and life histories of both our elderly farmers and of our elderly architecture--the barn. Using the life history model of research (Knowles & Cole, 2001), I engage in informal "chats" (Archibald, 2008, p. 377) with my elderly father to seek out the meaning and significance of his life spent on the farm--and his emotional response to the taking down of his two bank barns after the sale of his farm. What results is a "responsive" (Knowles & Cole, 2001, p. 10) representation of data, an alternative type of meaning and knowledge that is known as arts-informed qualitative representation.
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Hill, Daniel Louis. "The Reflective Practitioner: On the Margins­ Talking with Métis Educator Dave Skene about his Life's Work." Thesis, 2009. http://hdl.handle.net/1807/18118.

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In this Arts-informed Life History I use dialogue and narrative to illustrate “pedagogy in practice” and illuminate the life’s work of Métis adult educator Dave Skene. Skene tells stories of experience working cross-culturally to illustrate how individuals are transformed by learning experiences and how they contribute to transformative learning in others' lives. He recounts experiences of working for social justice and community development in the global context of north-south knowledge exchange. Skene’s life crosses many borders and the research account walks readers through a life growing up in an urban setting, surviving on the street, discovering God, working internationally with indigenous peoples, listening to stories in areas of protracted conflict and war, and co-founding a Non Governmental Organization, Global Youth Network. As researcher I interweave reflexive accounts of cross-cultural experiences in Canada and Latin America to contribute to understanding how to undertake life history research and issues in its representation.
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Siegel, Amy. "Imagining Glace Bay: An Exploration of Family, History and Place." Thesis, 2011. http://hdl.handle.net/1807/30106.

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This is an inquiry that explores both then and now. Father and Daughter. Temporality and Geography. Within these pages stories are used to explore my family’s present and past; migration, settlement, memory, experience and connection to place – Glace Bay, a village on Cape Breton Island. Through narrative, poetry and photography, the contrasting experiences of having lived in Glace Bay in the past, and the struggle to connect with Glace Bay in the present, and future, are explored. Finally, within this manuscript I examine the impact of my father’s stories and I identify storytelling as an important factor in developing a critical consciousness. My father inspired my sense of social justice at a young age and the impetus for this project was not just to document his stories for the sake of posterity, but also to exemplify the way consciousness is cultivated and passed down; across generations, despite changing landscapes, through story.
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Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.

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This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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Books on the topic "Arts-Informed Narrative Inquiry"

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Qualitative Inquiry: Thematic, Narrative and Arts-Informed Perspectives. SAGE Publications, Limited, 2010.

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Qualitative Inquiry: Thematic, Narrative and Arts-Informed Perspectives. SAGE Publications Ltd, 2010.

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3

Butler-Kisber, Lynn. Qualitative Inquiry: Thematic, Narrative and Arts-Informed Perspectives. SAGE Publications, Incorporated, 2010.

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