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"Arts-based education"
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Genre pedagogy in higher education : the SLATE project
\"This book describes the linguistic and pedagogical dimensions of a large action research project that deployed and extended the current work on genre pedagogy to an on-line learning environment. In particular, it explores how genre-based pedagogy can be used to support the academic literacy development of non-English speaking background (NESB) students in tertiary educational institutions to develop their academic literacy practice. The book reports on work with the Department of Chinese, Translation & Linguistics (CTL) and the Department of Biology and Chemistry (BCH) in a 2-year project called the SLATE (Scaffolding Literacy in Academic and Tertiary Environments) project. It includes theoretically and practically-oriented material that can serve the needs of researchers and practitioners engaged with the literacy development of tertiary students in both English-speaking and non-English speaking countries\"-- Provided by publisher.
Book
Arts-based education to develop creativity in Lithuania: insights from public policy theories
This study is a critical overview of the Lithuanian system of arts-based education, which provides conditions for the development of creativity in children and young people. The aim of the study is to provide an analysis of the ongoing transformations, changes, and tensions that are emerging in the field of an arts-based education in Lithuania. The authors analyze the particular case of arts-based education with reference to several theoretical public policy frameworks. Insights gained from the historical institutionalist approach illuminate the path dependency that favors institutionalized, centralized, elitist forms of traditional arts-based education, such as music and fine art schools. This system maintains centralized funding that allocates money from national and local authorities to long-established institutions of arts-based education. The punctuated equilibrium framework developed by Baumgartner and Jones (1993) in their book Agendas and Instability in American Politics has highlighted the reform of the national curriculum, the neoliberal education policies, the diversification of providers and services, the increased emphasis on client choice and their financial participation, administrative and fiscal decentralization with the introduction of student baskets in general, non-formal and higher education as turning points, and critical junctures that fundamentally changed the entire structure of the education system in Lithuania. Based on the multiple streams framework developed by John W. Kingdon in his book Agendas, Alternatives, and Public Policies (originally published in 1984), the analysis revealed that the Lithuanian arts-based education system has unfortunately not gained new momentum but rather operates under the influence of general education and cultural policy decisions. The advocacy coalition framework developed by Paul A. Sabatier and Hank C. Jenkins-Smith in their book Policy Change and Learning: An Advocacy Coalition Approach revealed how heterogeneous groups of actors (i.e., students and parents, art teachers and educational administrators, and entrepreneurs in the educational market of arts-based education) participated in the process of implementing neoliberal policies, changes in educational funding, and the commodification of education.
Journal Article
Developing online language teaching : research-based pedagogies and reflective practices
\"When moving towards teaching online, teachers are confronted every day with issues such as online moderation, establishing social presence online, transitioning learners to online environments, giving feedback online. This book supports language teaching professionals and researchers who are keen to engage in online teaching and learning. It integrates theory and practice from a research-informed teaching perspective and helps teachers in formal and informal settings to become confident users of online tools. The authors of the 11 chapters draw on a wide range of experience that will aid readers for independent self-training, pre-service teacher training courses, and for in-service staff development. The book also offers inspiration and guidance to researchers starting in the field who will benefit from the succinct overviews of research done in the area of online language teacher training\"-- Provided by publisher.
Book
Predictors of Motivation and Barriers to ICT-Enabling Education for Sustainability
There is an increasing interest and effort in reorienting university curricula to address sustainability and preparing teachers to get involved in embedding sustainability and the UN’s Sustainable Development Goals (SDGs) in teaching and curricula enabled by Information and Communication Technologies (ICTs). Evidence shows that this interest and effort is often prevented by various barriers at three levels: teacher- level barriers, school-level barriers, and system-level barriers. In this study, the attempt was geared towards identifying the constituencies of these three levels of barriers and examining the extent to which they predict teachers’ motivation to embed sustainability and SDGs in various school subject areas, including arts-based education. A survey of 1253 teachers in Malaysia revealed that the teacher- and system-level barriers explain 83% of the motivation variance. By identifying, addressing, and investigating these barriers, higher education institutions—and especially teacher education—could be better informed in reorienting university curricula to embed ICT-enabled Education for Sustainability (ICTeEfS). These results were also used in planning and implementing in-service teacher training interventions in the context of a European Commission Erasmus+-funded project.
Journal Article
Learning by drawing: understanding the potential of comics-based courses in medical education through a qualitative study
In recent years, medical educators have increasingly incorporated comics into their teaching to promote humanism and empathy and to encourage reflective practice. However, it remains unclear how and to what extent comics-based courses effectively address persistent challenges in medical education, such as the need for more engaging, multimodal learning strategies and the cultivation of emotional intelligence alongside clinical competencies. The aim of this study is to investigate the experiences of students who have enrolled in courses on comics and medicine during medical school. Students in North America who had taken such a course during the previous 5 years were invited to participate in an interview about their experiences. 17 students from 10 different medical schools in North America were interviewed. To explore the students’ views on the value of such courses to their medical education, we used a constructivist grounded analytic approach, employing thematic analysis to understand and interpret our interview. Students reported that comics-based courses support key aspects of their medical training that traditional pedagogical approaches may overlook, such as fostering self-reflection, enhancing empathy, and encouraging creative engagement with complex medical narratives. Moreover, comics contributed to their individual and collective professional identity formation by providing a space for introspection and shared discourse.
Journal Article
Addressing the Language, Education, and Identity Development of Transnational Youth in Preservice/Inservice Teacher Education Programs Using Forum Theater
Substantial research has been dedicated to the study of transnational students’ language, education, and identity development in order to cultivate their funds of knowledge and to improve their schooling experiences. However, as this Special Issue points out, a more holistic and transdisciplinary approach is needed. The present paper does just this, zooming in on teacher education programs designed to prepare teachers to work with transnational students using transdisciplinary arts-based approaches, and in particular, Augusto Boal’s Forum Theater. Employing collective autoethnography and building on a larger research study that explores participant reflections on experiences engaging in Forum Theater, we reconsider three scenarios from arts-based workshops conducted with transnational learners and preservice/inservice teachers (aka teacher learners). In doing so, we deconstruct exactly how the exploration and brainstorming of effective responses to transnational youth experiences of discrimination, stereotyping, and racism in the Forum Theater workshops are harnessed to help participants understand the psychological, cognitive, and behavioral factors at play that impact transnational youth language, education, and identity development. Findings show how each scenario could lead to greater understanding of transnational youth experiences, and the development of teacher learners’ critical consciousness in working with these students.
Journal Article
Artful Approaches for the Study of Multiracial Student Experiences: Not Artifact, But Aperture
Within higher education, various methodologies are used to collect data on student experiences, including both quantitative and qualitative approaches. This paper highlights the importance of attending to artful methodologies particularly when learning with/from mixed and multiracial postsecondary students. We share three artful productions generated by multiracial undergraduate and graduate students from three separate studies, conducted over a range of time from 2017 to 2020. We argue that in each case, the art itself goes far beyond an artifact or “thick description” and instead serves as an aperture to new possibilities for inquiry and analysis. Not only are artful methods a generative form of inquiry with/on multiracial postsecondary students, but also the artful productions of these students can guide and shape continued, future scholarship in this area. Implications are discussed for research and postsecondary students in institutions of higher education.
Journal Article
‘I now have a visual image in my mind and it is something I will never forget’: an analysis of an arts-informed approach to health professions ethics education
This paper reports on a study of an arts informed approach to ethics education in a health professions education context. The purpose of this study was to investigate students’ reported learning experiences as a result of engagement with an arts-informed project in a health professions’ ethics course. A hermeneutic phenomenological methodological approach was adopted for the study. The data were collected over 5 years, and involved analysis of 234 occupational therapy students’ written reflections on learning. Phenomenological methods were used. Five key themes were identified with respect to students’ reported learning including: becoming aware of values, (re) discovering creativity, coming to value reflection in professional life, deepening self-awareness, and developing capacities to imagine future practices. There appear to be a number of unique ways in which arts-informed approaches can contribute to health professions education including: activating imaginative engagement, fostering interpretive capacity, inspiring transformative understandings, offering new ways of knowing, deepening reflection, and heightening consciousness, while also enriching the inner life of practitioners. Innovative approaches are being used to introduce arts-informed practices in health professions curricula programs. The findings point to the promise of arts-informed approaches for advancing health sciences education.
Journal Article
Examining arts-based practice in midwifery education: An integrative review
The aim of this integrative review is to synthesise the literature on creative teaching methods in midwifery education. The review question seeks to investigate the experiences of student midwives and midwifery educators of using creative methods as a learning approach.
The benefits of creative teaching methods are widely acknowledged but the ways in which this may impact midwifery students’ learning processes, or how this relates to their developing professional development, is not well understood. Research focused specifically on student midwives is yet to be synthesised.
An integrative review was undertaken using data comparison with reflexive thematic analysis to identify common themes.
Eight electronic databases were searched with key terms in June 2022. English language studies from qualitative, quantitative, mixed-methods and wider literature were included.
Twenty-two texts were included in the synthesis. Four themes were generated from the data; 1) What is the offering - More than a lecture; exploring the educator and student exchange and environment for learning; 2) Working in parallel - examining the change in teaching dynamic and collaborative partnerships; 3) Journeying towards holism - focused on student’s integration of learning processes; and 4) Stepping into the professional - engaging with how using creativity can aid students’ growing sense of themselves as professionals. This highlights improvements in levels of confidence, professional development and emotional intelligence in midwifery students.
Creative teaching and learning methods enable student midwives to make meaningful connections between theoretical and practice learning environments, assisting knowledge and skills acquisition.
Journal Article
The contribution of identity workspaces and initial accounting education to the legitimization of management accounting: The case of an arts-based seminar in a master’s degree
Notre article cherche à comprendre comment les espaces inhabituels de la formation de préprofessionnels comptables interviennent dans le projet de profession des contrôleurs de gestion. Nous appliquons le concept d’« espace de travail sur l’identité » à l’étude qualitative d’un séminaire de formation par l’art proposé dans un master 2 spécialisé en contrôle et audit. Nous montrons que cet espace inhabituel offre à une communauté comptable plurielle un espace de travail analytique et discursif sur l’identité professionnelle des contrôleurs. En permettant à la communauté de développer et partager des constats consensuels sur des problématiques des contrôleurs et des solutions envisageables, cet espace contribue à la reconnaissance du métier. Nous enrichissons la documentation des contextes et acteurs du projet de profession, détaillons les mécanismes le soutenant dans les espaces inhabituels de la phase préprofessionnelle comptable, et affinons la compréhension de la participation des différents espaces des comptables à ce projet de profession. Our article analyzes how the unusual spaces of the education of pre-professional accountants take part in the professional project of management accountants. We apply the concept of “identity workspace” to the qualitative study of an arts-based seminar offered in a master’s degree specializing in management accounting and auditing. We show that this unusual space offers to a diverse accounting community an analytical and discursive workspace on the professional identity of management accountants. By allowing the community to develop and share consensus observations on management accountants’ challenges and on possible solutions, this space contributes to the recognition of the profession. We enrich the documentation of the contexts and actors of the professional project, detail the mechanisms supporting it in the unusual spaces of the pre-professional phase of accountants, and refine the understanding of the participation of the different spaces of accountants in this professional project.
Journal Article