A Shared Place of Discovery and Creativity: Practices of Contemporary Art and Design Pedagogy

This article is based on a project that explored the practices of art and design beginning teachers (BTs) working with learners in a post‐age‐16 context. The aim of the project was to: explore contemporary art and design practices; explore the concept of artist teacher learner researcher; enable beginning teachers to collaborate with post‐age‐16 pupils and develop new approaches and strategies to art and design pedagogy. Through practices that blurred learner‐teacher identities a dialectical pedagogy emerged and a collaborative community of practice developed, all enabled through a renegotiation and reconceptualising of places of learning. The beginning teachers also started to construct their artist teacher identities, understand what it means to practise as an artist teacher in the classroom, understand the impact of these practices on teaching and learning and develop new learning and teaching methods. This project demonstrates the possibilities of these practices for contemporary art and design pedagogy and also how these practices can endure and be sustainable for this community of beginning teachers in the current cultural, social and political contexts of education.     

A Collaborative Self-Study: Advocating for Democratic Principles and Culturally Responsive Pedagogy in Teacher Education

ABSTRACT

This paper presents a collaborative self-study of three teacher educators and how they understood, practiced, and promoted democratic education in response to the divisive rhetoric of 2015–2016 at a Hispanic-Serving Institution (HSI) in Southern California. The prevalence of neoliberal ideologies throughout the 2016 election season challenged our understandings of democratic education. Therefore, we explore how teacher educators promote democratic education and pedagogy during times of political uncertainty.     

民主与教育学——论一种新的教师专业发展观

在相当长的历史时期内,与民主相适应的教育学主要是一种专业教育学。这种专业教育学既是适应现代性情境的一套有效的沟通与组织技艺,又与那种与官僚体制结合的群众民主(旁观式民主)相依存。然而值得注意的是,民主情境中的教育学不仅仅是专业教育学,民主本身也并非必然要求教师或教师职业进一步专业化。事实上,杜威的民主教育学就试图重构不同教育学之间的关系,以不可见的民间教育学取代传统上可见的专业教育学。当然,这种取代只有在作为一种全新的制度教育学的参与式民主的基础之上才有可能真正实现。     

A Never‐Ending Painting: The Generosity of Time Spent Making and Learning with Others through Artistic Research

This article examines the role of spending time with others in and through artistic research and practice. I draw from my doctoral work which took me on a cross‐Canada journey visiting 125 artists in their studios. Following the studio visits, I made a series of paintings of artists’ studios, however a year later these same paintings were cut up and rearranged to create collaborative studio assemblages on the walls of the Tate Exchange Gallery in Liverpool. Drawing on the metaphor of a never‐ending‐painting to examine never‐ending pedagogies, this article examines the evolution of this project through three iterations of the studio paintings. With each iteration, I explore different ways of knowing others through making thus proposing the performative and relational qualities of artistic research. The first iteration allowed me to spend time with artists even in their absence, as I engaged with our conversations through painting their studios, thus blurring the lines between solitary and social art practices. The second iteration allowed me to give up my art to others through asking them to create collages with fragments of my studio paintings. And the third iteration allowed my work to merge with other arts‐based researchers. Through this process, I propose that making art allows for multiple conversations to emerge through spending time getting to know others through art making.     

Seeing red: poetry and metaphor as responses to representational challenges in critical narrative research

Research with young people who ‘do not fit the mould’ requires innovative and unconventional methods, but what are the implications of such methods for scholarly representation? This paper reports on the development of such a method with students diagnosed Attention Deficit Hyperactivity Disorder and offers one view of the borderland spaces and tensions between critical theory and narrative inquiry. In particular, the paper defines the methodology that underpins the ‘critical cover narratives’ method, describes the application of this approach within a doctoral study, and identifies resultant issues of representation when combining narrative and critical approaches. The paper then details the use of a tapestry metaphor to reconcile these issues. The central premise of the paper is that differing methods produce different knowledge, which demands different forms of representation. In making this case, the paper discusses the importance of a balance between the epistemological and aesthetic within scholarly representations of narrative inquiry.     

Walking Propositions: Coming to Know A/r/tographically

This article explores walking as a form of inquiry within a study group at The University of British Columbia committed to a/r/tography. Three propositions are explored and as a result we think more deeply about being present, truly present, to that which we never anticipated. The first proposition, ‘Go for a walk outside, find an object and do something with it’, leads us to think more deeply about being present to possibility: kicking the rock. The second proposition, ‘Walk around your neighbourhood with another. When you find unfamiliar ground, pause, and ground yourself’, leads us to appreciating being present in‐between place and relationality. The third proposition, ‘Follow one another in a line without stopping or speaking’, invites us to explore being present to interiority. Walking in response to these propositions and coming to think deeply about the impact of being present to presence, became important to us as a community of a/r/tographers.     

Exploring the Impact of Prior Experiences in Non-Formal Education on My Pedagogy of Teacher Education

The purpose of this article is to use self-study methodology to analyze critically the impact of 30 years of non-formal education on my development as a teacher educator. I begin within a particular conception of self-study research and make a case for situating martial arts as non-formal education. The data for this article are presented as a series of episodes, in which I write a short paragraph about each phase in my development as a martial artist and comment on my approach to learning and teaching, where appropriate, during each episode. At the end of the article, I draw several links to self-study literature and to my own understanding of teacher education. In so doing, I demonstrate the value of examining the impact of non-formal education experiences as a teacher educator.     

Care,thoughtfulness, and tact: a conceptual framework for university supervisors

The pedagogical work of university supervisors has received little attention in teacher education literature. Based on this concern, this paper provides a conceptual framework for university supervisors, recasting their role as teacher pedagogues focused on responding to the particular contextual needs of student teachers as they learn to teach. Using care, thoughtfulness, and tact as a conceptual framework, the author argues for an interactive and responsive pedagogy of field‐based teacher education grounded in the university supervisor’s concern for the development of the student teacher.     

JET : Directions for the future

Researching can be viewed as a way of analysing issues of schooling by linking theoretical knowledge with perceptions of educational reality already during teacher education. Not only does practicing teaching provide a context for analysing instruction, learning, school culture, diversity, or any other issue related to schooling, also researching these issues provides future teachers opportunity to view schooling as complex and problematic. This case study surveyed and interviewed a group of recently graduated teachers who had worked as teachers during their education. The interest was on their experiences of M.A. thesis research as well as the integration of theory and practice during the education. The respondents had experienced researching as useful as well as meaningful, although they also had development ideas concerning it.     

Touching the void: arts education research in Australia

This article is an overview of arts education research in Australia. The authors argue that there is an urgent need for key arts organisations to form strategic partnerships with arts educators to provide stronger research in the area of arts education. This research base would enhance the ability of policymakers, arts administrators and arts educators to argue for a stronger presence for arts education in schools. Many arts educators and researchers believe that engagement with the arts has value beyond the specific arts subjects themselves. International studies have indicated that important cognitive and social processes and capabilities are developed in arts-enriched experiences, which can be particularly significant for students who are at risk, disengaged and/or underachieving. While this realisation has stimulated action in other countries such as China, Singapore and Japan, arts education researchers in Australia currently make do with small-scale and often ad hoc research in an attempt to argue their case. The conclusions and recommendations of this article call for a series of strategic partnerships to touch or even fill the current void in arts education research in Australia.     

教育学发展中的继承与创新

继承与创新是教育学形成和发展的重要形式。教育学发展过程中的继承,不仅仅是对教育学思想和理论的继承,还是对哲学及其他与教育学相关的人文社会学科成果的继承。同时,教育学发展过程的继承还是跨文化的。创新始于对更高理想的追求,同时也意味着对现实的改进。教育认识的创新按其程度的不同,表现为改进和批判两种典型的形式。     

Arts‐Based Educational Research in Museums: ‘Art for Learning Art’, an A/r/tographic Mediation

This article discusses forms of arts‐based mediation in museums that use creation as the primary tool in the learning process. We present four mediation experiences based on the arts‐based teaching methodologies promoted by the project ‘Art for Learning Art’. These experiences have been developed in four museums: the Centre Pompidou Málaga, the State Russian Museum in Málaga and the Espai d'Art Contemponeo [Center of contemporary art] in Castellón in Spain and the Modern Art Murilo Mendes Museum of Minas Gerais in Brazil. Four experiences in three cities of two countries that work in a methodology which involves participative and collaborative visitor connections with the works exhibited using arts‐based strategies. In all cases, the artistic works of the exhibitions are the conceptual basis for mediation proposals that are offered to the public in order to encourage participation. We link the aesthetic experience as the origin of the mediation process in two fundamental aspects: creation and appreciation. In the act of creative appreciation, most art education objectives are met. The actions and processes are directed by collaborative and contemporary creation strategies around two axes: museum educator‐artists in training and visitors‐artists as learners. In the four experiences that we present here, this confluence takes place. The four events have been adapted to the conditions of the place, public and art exhibitions, contributing new approaches to the model that has been promoted from the University of Granada since 2013.     

我国教育学研究确定性追求的反思——与石中英先生反本质主义教育学主张商榷

当前，我国教育学对于确定性的追求既面临着走向僵化的危险，也面临着来自于后现代主义支撑的反本质主义教育学主张的颠覆。教育存在中具有确定性，教育学知识具有客观性且能通过语言加以表达与理解，中国教育学研究需要追求确定性。基于反本质主义教育学主张的批判性反思，我国教育学研究需要在具体的教育情境中追求确定性。     

Pedagogy in the multimodal classroom: an analysis of the challenges and opportunities for teachers

Contemporary commentary notes that students are frequently ahead of their teachers in their ability to manipulate and be creative with the internet, digital programs, and mobile technology. In this context it is important to ask, ‘What knowledge do teachers need to teach in the contemporary context where texts are elaborately multimodal, constructed not just of print but of image, sound, and movement?’ This paper proposes some signposts to assist teachers with navigating in this environment. Using teachers’ and researchers’ reflections on practices in a diverse range of settings, both primary and secondary, the analysis explicates the challenges that teachers face in this multimodal context and elucidates some ways they can effectively operate within it. In particular, it argues that it is teachers’ expertise as analysts and critics of texts that needs to guide their planning and teaching in this ‘new’ text world.     

Virtualization and new geographies of knowledge in higher education: possibilities for the transformation of knowledge,pedagogic relations and learner identities

This article considers some of the ways in which the transformative power of Web 2.0 digital technology is reconfiguring learning, knowledge and academic identities in the contemporary university. Through a focus on five specific examples, we consider the impact of virtualization processes on spatiality, materiality and embodiment, and pedagogic relations. We argue for the benefits of taking a microsociological approach in order to reflect on the potential of virtualization to bring about new geographies of knowledge production and as a means to identify the ways in which potential transformations are uneven, problematic and contested.     

‘I – from dreams to reality’: A Case Study of Developing Youngsters’ Self‐Efficacy and Social Skills through an Arts Educational Project in Schools

This is a case study of a one‐year arts educational project ‘I – from dreams to reality’ in which artists worked at school with teachers and learning at the school was planned through arts‐based, co‐operative teamwork during one extra school year of 10th grade students in Finnish basic education. The theme of the year was ‘I’, and so the project was designed to highlight everyone's own way of thinking and expressing art. The research task was to determine whether long‐term holistic arts pedagogy and artist co‐operation at school have any significant connection to students’ self‐efficacy and social skills. Data has been collected through students’ self‐evaluations before and after the school year. Altogether 40 students from 10th grade participated in this case study. Half of the pupils participated in an arts educational project called ‘I – from dreams to reality’ and half formed the control group. Artists worked with the test group weekly during a period of one school year (altogether nine months). Students’ self‐evaluations concerning their self‐efficacy and social behaviour were collected by e‐questionnaire. The measures used were Likert‐based evaluation scores of pupils’ self‐assessment of their self‐efficacy and social behaviour in everyday situations at school. According to the results, artist–teacher co‐operation and learning through the arts can be worthwhile experiences to develop students’ self‐efficacy and social skills.     

教育学中国化百年反思

教育学作为一门学科,在中国一开始就是“进口”而来的,人们形象地称它是“舶来品”。教育学的引进与教育学的中国化几乎是相伴而生的,教育学中国化经历了六个阶段。解决教育学中国化问题,应注意中国的教育实际,使用科学的研究方法,正确处理学术研究与意识形态的关系,提倡教育学原创性研究,正确处理传承民族文化教育传统与借鉴国外教育理论之间的关系。     

教师学习:教育现代化视域下的教师教育观

教师作为教育现代化“人”的要素,其现代化同样是一个缓慢的渐进性过程。借鉴哲学本体论层面的研究,可以从工具性存在、关系性存在、精神性存在等三个角度理解教师职业存在的本质。教师教育观经历了第一代以“教师培训”为核心、第二代以“教师专业发展”为核心,正在向第三代以“教师学习”为核心逐步转变的过程。基于此,在教师学习过程中应当遵循情意原理、强化内隐属性、遵从同构迁移等三个过程性原则,以促进教师及教师教育的现代化。     

Creating Spaces for Reflection on Learning to Teach a Foreign Language through Open Journals: A Canadian-Dutch self-study

This article describes a collaborative self-study undertaken by two teacher educators who sought to examine the impact of writing reflective journals and sharing them with students in their foreign language methodology classes. The study documents the process of undertaking the typical student assignment of keeping a reflective journal and making it available to students as a form of modeling. Findings include much greater understanding of the complexities of reflective writing, the discovery of a new space for discussions about learning to teach, and a much greater awareness of the importance of deliberate, explicit exchanges in teacher education classes.