• Lara Ermacora

IMPACT: starting from experience

Through a bricolage (Rogers, 2012) incorporating narrative (Clandinin & Connelly, 2000) and art-elicited interviews with artist/scholar practitioners from higher education in multiple contexts, this article asks how artist-led learning impacts higher education. The participant/researchers (Ledwith & Springett, 2010; Reason, 1998) navigate transdisciplinarity (Guimarães et al., 2019), sharing the journey via a collective auto-ethnography (Crowhurst & Emslie, 2020; Denzin, 2014) and offering a collection of the good, the bad and ugly of artist-led learning throughout diverse European higher education.

This article is based on understanding that knowledge is socially constructed (Berger & Luckmann, 1966) and we are all agents of this production (Taylor, 2010). It takes a transformative approach to learning (Mezirow, 1978; O’Sullivan, 1999), engaging reflexivity (Schön, 1983) and “research as praxis” (Lather, 1986). As such, it follows an eclectic and political approach to inquiry (Denzin & Lincoln,1999) using art as a way of knowing and within the methods (Cole et al., 2004; Crowhurst & Emslie, 2020; Neilson, 2008) building a critical research praxis (Kincheloe, et al., 2011).


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