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Статті в журналах з теми "Arts-informed inquiry"
Morey, Rickie-Lee, Josephine Le Clerc, Marina Minns, Deirdrie Gregory, and Susanne Glynn. "Visualizing Academic Librarians: An Arts-informed Inquiry." Journal of Academic Librarianship 44, no. 6 (November 2018): 833–44. http://dx.doi.org/10.1016/j.acalib.2018.09.012.
Повний текст джерелаStanley, Denise. "Using Arts-Informed Inquiry as a Research Approach." International Journal of the Arts in Society: Annual Review 4, no. 2 (2009): 21–30. http://dx.doi.org/10.18848/1833-1866/cgp/v04i02/35580.
Повний текст джерелаYılmazlı Trout, İnci, Shaniek Tose, Caitlin Caswell, and M. Candace Christensen. "Integrating Arts in a Collaborative Research Process: An Arts-Informed Inquiry." LEARNing Landscapes 15, no. 1 (June 23, 2022): 367–83. http://dx.doi.org/10.36510/learnland.v15i1.1085.
Повний текст джерелаEwing, Robyn, and John Hughes. "Arts-Informed Inquiry in Teacher Education: Contesting the Myths." European Educational Research Journal 7, no. 4 (January 1, 2008): 512–22. http://dx.doi.org/10.2304/eerj.2008.7.4.512.
Повний текст джерелаDossa, Shama. "Arts-Informed Inquiry: Possibilities and Potential for Decolonising Methodology." Kohl: A Journal for Body and Gender Research 5, Spring (April 1, 2019): 45–56. http://dx.doi.org/10.36583/kohl//5-1-6.
Повний текст джерелаSchwind, 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.
Повний текст джерелаCaulley, 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.
Повний текст джерелаSchwind, 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.
Повний текст джерелаLewis, Lerona Dana, Asia Wright-Harvey, and Tobias Moisey. "Creating Spaces for Arts-Informed Responses in Teacher Education Programs." LEARNing Landscapes 9, no. 2 (April 1, 2016): 367–79. http://dx.doi.org/10.36510/learnland.v9i2.781.
Повний текст джерелаCaine, Vera, Susan Sommerfeldt, Charlotte Berendonk, and Roslyn M. Compton. "Encouraging a Curiosity of Learning: Reflecting on Arts-Informed Spaces Within the Classroom." LEARNing Landscapes 9, no. 2 (April 1, 2016): 127–41. http://dx.doi.org/10.36510/learnland.v9i2.767.
Повний текст джерелаДисертації з теми "Arts-informed inquiry"
Bhattacharyya, Sriya. "Muslim Women Resist: An Arts-informed Participatory Qualitative Inquiry." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108937.
Повний текст джерелаEvery day Muslim women in the United States wake up to a harsh political world that attacks their identities, communities, and freedom. In this context, Muslim women endure immense psychological tolls on their sense of identity, safety, and relationships. For many of them, walking out the door and claiming their Muslim identity is an act of political resistance. Despite the disempowerment they may experience, many engage in social actions to resist these oppressive forces. Yet, Muslim women activists have received strikingly little attention in the psychological literature. To date, no research has explored the psychosocial experiences of Muslim women who engage in activism, nor the meanings they make of these engagements or their trajectories of resistance. Using a participatory research approach informed by art-based inquiry techniques, this inductive qualitative study explored 10 Muslim women activists’ trajectories into and experiences of engaging in social action. A constructivist theoretical model of Muslim women activists' processes of resistance and community liberation was developed through qualitative inductive analyses of in-depth interviews and participants’ illustrations. Eight “clusters” have been configured to map a model that represents both processes and outcomes of how these 10 women engaged, experienced, and made meaning of their activism. They include: (1) living in a post 9/11 sociopolitical context; (2) navigating the Muslim community context; (3) internal experiences of being a Muslim woman; (4) guiding ideals toward activism journey; (5) development of political analyses; (6) resistance actions toward social change; (7) burdens and benefits of engagement in resistance; and (8) supportive forces in the process of resistance. Although only representative of 10 participants, the model is sufficiently theorized to suggest that life in a multiply traumatizing context shapes Muslim women activists’ experiences, precluding and contributing to their persistence and resistance throughout and during their engagement in social change work. Political analyses and ideals are vital in their descriptions of their trajectories of becoming activists. Benefits and burdens that are inevitable in social change work include both the thrill and fun of engaging in activism as well as the costs to relationships and conflicts inherent in such work. Finally, encouragement by other Muslims and allies is discussed as a valuable source of support to Muslim women activists. Limitations are discussed and implications are proposed to inform possibilities for future healing centered research and action
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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.
Повний текст джерелаMiller, Taylor Kathryn. "I Am The Space Where I Am| An Arts-Informed Autoethnographic Inquiry On Place-Conscious Education In The Community." Thesis, The University of Arizona, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123866.
Повний текст джерелаThis thesis investigates how my representations of experience through arts-informed autoethnographic research are significant in establishing the pedagogical nature of place. I seek to understand how place-conscious education in a community setting can encourage students’ relationships with the spaces they inhabit and lend to a more just learning environment. Many educative tools are provided and analyzed which are derived from wayfinding and psychogeographic methods. Data was collected over two months throughout the Summer of 2015 while participating in the Onward Israel service learning program in Israel and Palestine. My digital photographs and excerpts of stream-of-consciousness style poetry serve as the data set to illuminate the rich sensory encounters and art making processes indicative of experiential learning.
This context-driven artwork encourages questions and dialogue about sociopolitical conflict and wars, migration and occupation. It is concerned with physical as well as psychological borders, checkpoints and boundaries. I utilized poetic and photographic inquiry as well as cognitive mapping to explore how concepts of travel are intricately linked to practices of self-reflexivity, community building and alternative curricula development outside of the formal classroom setting. This qualitative data is not a strictly defined set of interviews or statistics. Instead, vignettes of a more totalizing experience can be extracted, analyzed, dissected and/or rearranged. It is an exploration of identity, agency and untraditional ways of knowing the self/Other. I underscore how new pathways and possibilities for teaching emerge from a greater acceptance and validation of experiential knowledge and an attuned consciousness to place.
Miller, Taylor Kathryn, and Taylor Kathryn Miller. "I Am The Space Where I Am: An Arts-Informed Autoethnographic Inquiry on Place-Conscious Education In The Community." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/620718.
Повний текст джерелаStanley, Denise Y. "Teaching Is My Art Now." Thesis, The University of Sydney, 2008. http://hdl.handle.net/2123/2653.
Повний текст джерелаStanley, Denise Y. "Teaching Is My Art Now." University of Sydney, 2008. http://hdl.handle.net/2123/2653.
Повний текст джерелаThis 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.
Searle, Michelle. "Understanding the Potential for Arts-Informed Inquiry in Program Evaluation." Thesis, 2013. http://hdl.handle.net/1974/8097.
Повний текст джерелаThesis (Ph.D, Education) -- Queen's University, 2013-06-28 21:49:48.1
Compton, Vanessa. "Understanding the labyrinth as transformative site, symbol, and technology : an arts-informed inquiry /." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=510526&T=F.
Повний текст джерелаBailey, 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.
Повний текст джерелаMcGee, Amy Elizabeth Campbell. "Artwork/Streetlives, Street-involved Youth in Thunder Bay: A Community-based, Arts-informed Inquiry." Thesis, 2010. http://hdl.handle.net/1807/24826.
Повний текст джерелаКниги з теми "Arts-informed inquiry"
Provoked by Art: Theorizing Arts-Informed Research (Arts-Informed Inquiry). Backalong Books, 2004.
Знайти повний текст джерелаQualitative Inquiry: Thematic, Narrative and Arts-Informed Perspectives. SAGE Publications, Limited, 2010.
Знайти повний текст джерелаQualitative Inquiry: Thematic, Narrative and Arts-Informed Perspectives. SAGE Publications Ltd, 2010.
Знайти повний текст джерелаButler-Kisber, Lynn. Qualitative Inquiry: Thematic, Narrative and Arts-Informed Perspectives. SAGE Publications, Incorporated, 2010.
Знайти повний текст джерелаCompton, Vanessa. Understanding the labyrinth as transformative site, symbol, and technology: An arts-informed inquiry. 2007.
Знайти повний текст джерелаЧастини книг з теми "Arts-informed inquiry"
Gulla, Amanda Nicole, and Molly Hamilton Sherman. "Introduction and Looking Both Ways: How (and Why) a High School English Teacher and an English Education Professor Formed a Partnership That Informed Their Practices." In Inquiry-Based Learning Through the Creative Arts for Teachers and Teacher Educators, 1–15. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57137-5_1.
Повний текст джерелаDrolet, Julie, Nasreen Lalani, and Caroline McDonald-Harker. "Using creative art research approaches to assess arts-based interventions with children in post-disaster contexts." In Social Work Research Using Arts-Based Methods, 117–26. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781447357889.003.0011.
Повний текст джерелаSmilan, Cathy. "The Art of Climate Change." In Advances in Media, Entertainment, and the Arts, 100–117. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1665-1.ch006.
Повний текст джерелаТези доповідей конференцій з теми "Arts-informed inquiry"
Cooper, Amanda. "Moving Knowledge Into Action With Co-Production and Arts-Informed Inquiry." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888011.
Повний текст джерела