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  • 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).



References

Berger, P. L. & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. New York: Doubleday.


Clandinin, D. J. & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass Publishers.


Cole, A. L., Neilsen, L., Knowles, J. G. & Luciani, T. C. (2004). Provoked by art: Theorizing arts informed research. Halifax, NS/Toronto, ON: Backalong Books/Centre for Arts-informed

Research.


Crowhurst, M. & Emslie, M. (2020). Arts-based pathways into thinking. Troubling standardization/s, enticing multiplicities, inhabiting creative imaginings. Cham: Springer.


Denzin, N. K. (2014). Interpretive autoethnography. London: Sage.


Denzin, N. K., & Lincoln, Y. S. (Eds.). (1999). The SAGE handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage Publications.


Guimarães, M. H., Pohl, C., Bina, O., & Varanda, M. (2019). Who is doing inter- and transdisciplinary research, and why? An empirical study of motivations, attitudes, skills, and behaviours. Futures, 112. doi.org/10.1016/j.futures.2019.102441.


Kincheloe, J. L., McLaren, P., & Steinberg, S. (2011). Critical pedagogy and qualitative research: Moving to the bricolage. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 163-178). Thousand Oaks, CA: Sage Publications.


Lather, P. (1986). Research as praxis. Harvard Educational Review, 56(3), 257-275.


Ledwith, M., & Springett, J. (2010). Participatory practice. Community-based action for transformative change. Bristol: The Policy Press.


Mezirow, J. (1978). Perspective transformation. Adult Education Quarterly. 28 (2), 100–110.


Neilson, A. L. (2008). Disrupting privilege, identity, and meaning: A reflexive dance of environmental education. Rotterdam: Sense Publishers.


O'Sullivan, E. (1999). Transformative learning: Educational vision for the 21st century. Toronto: University of Toronto Press.


Reason, P. (1998). Three approaches to participative inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative research (pp. 261-291). Thousand Oaks: Sage.


Rogers, M. (2012). Contextualizing theories and practices of bricolage research. The Qualitative Report, 17(48), 1-17.


Schön, D. (1983). The reflective practitioner: How professionals think in action. London, UK:

Temple Smith.


Taylor, P. J. (2010). Unruly complexity: Ecology, interpretation, engagement. Chicago & London:

University of Chicago Press.



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