標(biāo)題: Titlebook: Arts-Based Educational Research Narratives of Academic Identities; Perspectives from Hi Inbanathan Naicker,Daisy Pillay,Anita Hiralaal Book [打印本頁(yè)] 作者: 方面 時(shí)間: 2025-3-21 19:32
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作者: 無(wú)力更進(jìn) 時(shí)間: 2025-3-21 21:31 作者: defray 時(shí)間: 2025-3-22 02:44
https://doi.org/10.1007/978-981-13-7677-1tracing in a pandemic/post-pandemic world. Given that more of us are working through virtual platforms where it is even more possible to journey across continents, the need for a travelling practices discourse community seems yet more likely and we need to incorporate this into academic identities.作者: ULCER 時(shí)間: 2025-3-22 05:19 作者: Calculus 時(shí)間: 2025-3-22 10:35
(Re)Tracing Our Steps in Arts-Based Educational Research: A Case for Travelling Practicestracing in a pandemic/post-pandemic world. Given that more of us are working through virtual platforms where it is even more possible to journey across continents, the need for a travelling practices discourse community seems yet more likely and we need to incorporate this into academic identities.作者: irradicable 時(shí)間: 2025-3-22 16:00
Rewriting Our Academic Identities from School Teachers to Higher Education Teachersd consider how our classroom teacher identities helped us find meaning in our new professional settings. This chapter offers an example of academics adopting arts-based methods to collaboratively reflect on their higher education identities. We hope our ABER inquiry may inspire new ways of thinking about and looking into academic identities.作者: etidronate 時(shí)間: 2025-3-22 18:55 作者: fertilizer 時(shí)間: 2025-3-22 22:55
Retracing and Re-Imagining Academic Identity Narratives in Higher Education: Arts-Based Educationalrly narratives of academics from Canada, the United States, and South Africa whose joint efforts have been critical to developing and leading arts-based educational research (ABER) in South Africa and beyond. Their reflective narratives demonstrate the generative power of transnational ABER collabor作者: 萬(wàn)靈丹 時(shí)間: 2025-3-23 01:30
(Re)Tracing Our Steps in Arts-Based Educational Research: A Case for Travelling Practicesd journeys. As a starting point, I demonstrate how use of the “working with a single photograph” method can contribute to the (re)tracing process. In the second section, I consider some of the ways in which travelling yields new opportunities, especially the co-production of new knowledge. And I end作者: 初次登臺(tái) 時(shí)間: 2025-3-23 06:27 作者: 喃喃訴苦 時(shí)間: 2025-3-23 10:34 作者: PRO 時(shí)間: 2025-3-23 17:09 作者: Confound 時(shí)間: 2025-3-23 20:56
Making Meaning of Academic Identities Using Metaphor as an Arts-Based Educational Research Methodguistic and conceptual device that uses the imagination to express what might be challenging to portray meaningfully in words. Using a sociocultural theoretical perspective as academics working across disciplines, we unpack our identities guided by the question: “How might narrative accounts of live作者: 我的巨大 時(shí)間: 2025-3-23 23:24
Collage-Inspired Dialogues on the Identities of Informal Academic Leaders for Learning no significant body of literature on leadership for learning. These limited studies focus on formal academic leaders appointed to officially designated leadership positions. We argue that leadership for learning also exists outside the formal academic leadership positions and can be located in the 作者: 仔細(xì)檢查 時(shí)間: 2025-3-24 03:33 作者: 新手 時(shí)間: 2025-3-24 06:38 作者: Nutrient 時(shí)間: 2025-3-24 13:44
Academics (Un)Anonymous: Enacting Our Academic Identities Through Dramatic KnowingFor us as theatre academics, our identity encompasses our roles as theatre-makers, theatre-teachers, and theatre-researchers—each of which has its own demands. In this chapter, we explore how we locate our complex identities within theatre’s epistemologies, drawing on our disciplinary ways of knowin作者: 禮節(jié) 時(shí)間: 2025-3-24 16:33
Inbanathan Naicker,Daisy Pillay,Anita HiralaalShares new voices, ideas, and creative possibilities in arts-based educational research.Explores in new ways how arts-based, higher education, narrative, and identity research are all connected.Includ作者: 彎腰 時(shí)間: 2025-3-24 20:16
SpringerBriefs in Arts-Based Educational Researchhttp://image.papertrans.cn/b/image/167628.jpg作者: Palpable 時(shí)間: 2025-3-25 01:29
Arts-Based Educational Research Narratives of Academic Identities978-981-97-6422-8Series ISSN 2524-7506 Series E-ISSN 2524-7514 作者: 盡忠 時(shí)間: 2025-3-25 04:21
https://doi.org/10.1007/978-981-97-6422-8Arts-based research; Academic identities; Arts-based educational research; Higher education research; Na作者: EWER 時(shí)間: 2025-3-25 10:37
978-981-97-6421-1The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapor作者: 丑惡 時(shí)間: 2025-3-25 15:08 作者: CHAFE 時(shí)間: 2025-3-25 16:25 作者: allergen 時(shí)間: 2025-3-25 20:30 作者: Inertia 時(shí)間: 2025-3-26 04:12
Congenital Non-Degenerative Retinal Diseasesthe scholar in order to make sense of personal experience and derive broader implications—shedding new light on larger narratives that may influence many people’s lives. Drawing on the literary arts genre of memoir writing, I recall and interpret the profound effects of working with two extraordinar作者: 急性 時(shí)間: 2025-3-26 05:48 作者: 不成比例 時(shí)間: 2025-3-26 09:23 作者: consent 時(shí)間: 2025-3-26 16:15
Nirmal Raj Gopinathan,Prateek Behera no significant body of literature on leadership for learning. These limited studies focus on formal academic leaders appointed to officially designated leadership positions. We argue that leadership for learning also exists outside the formal academic leadership positions and can be located in the 作者: NATTY 時(shí)間: 2025-3-26 18:50
Handbook of Clinical Geropsychologyokozo, an early career academic, and Lungile, a mid-career academic—wanted to explore how we might have drawn on various aspects of our schoolteacher identities in (re)positioning ourselves as teacher educators. Hence, we asked ourselves: “What might be made visible by rewriting our academic identit作者: macabre 時(shí)間: 2025-3-27 00:12
Michel Hersen,Vincent B. Hasseltducational research method in our self-studies to explore the influences on our academic identities. The research question for our chapter was: “What did we learn about influences on our academic identities through sharing our use of creative nonfiction?” Using literature and film as devices for cre作者: TATE 時(shí)間: 2025-3-27 03:45 作者: 卜聞 時(shí)間: 2025-3-27 07:15
Retracing and Re-Imagining Academic Identity Narratives in Higher Education: Arts-Based Educationalty. A history of the contributors’ collaborative ABER initiatives is also provided. Overall, the chapter argues that incorporating the arts into scholarly inquiry is a profound academic and personal development strategy, fostering a deeper, more nuanced engagement with the self and the collective pu作者: DAFT 時(shí)間: 2025-3-27 12:06
Reclaiming My Artistic Core: Living Signature Arts-Based Self-Studyn which, in turn, led to innovative conceptualisations. Embracing my artistic core in polyvocal, multiverse, and multiperspective choruses enabled me to be a researcher of consequence together with others. This writing will be useful to novice and veteran academics as they consider living purposeful作者: 教義 時(shí)間: 2025-3-27 16:21 作者: Blasphemy 時(shí)間: 2025-3-27 21:04 作者: insightful 時(shí)間: 2025-3-27 22:05 作者: STALE 時(shí)間: 2025-3-28 03:48 作者: rods366 時(shí)間: 2025-3-28 10:12 作者: 背書 時(shí)間: 2025-3-28 13:34
Academics (Un)Anonymous: Enacting Our Academic Identities Through Dramatic Knowingsis and discussion. In this way, theatre becomes not just the discipline in which we work, but also an arts-based research method in itself, enabling us to navigate the liminal spaces between the different aspects of our academic identity.作者: 改良 時(shí)間: 2025-3-28 18:03 作者: 違反 時(shí)間: 2025-3-28 19:13 作者: 發(fā)起 時(shí)間: 2025-3-29 02:40 作者: Atrium 時(shí)間: 2025-3-29 06:05
https://doi.org/10.1007/978-3-030-30417-1ctise freedom, we present individually constructed artworks and shared stories, and reflect collaboratively on the use of art as agentic, affirmative, and open to ambiguity (Eisner, Educational Researcher 26:4–10, 1997). These collaborative boundary-crossing moments serve as openings for our becomin作者: Iniquitous 時(shí)間: 2025-3-29 09:45
Congenital Non-Degenerative Retinal Diseasesnd how our socialisation had moulded us to think and act in specific ways in our academic spaces. They helped unearth our hidden assumptions and provided evidence of how practices modelled in our personal lives contributed to the makeup of who we are as teachers in higher education. Using metaphor a作者: 注射器 時(shí)間: 2025-3-29 14:45
Nirmal Raj Gopinathan,Prateek Beheraarn about the identities of informal academic leaders for learning from collage-inspired dialogues?” After examining the transcripts of the dialogues resulting from the collages, we clustered key aspects of the dialogues thematically. We proffer that collage-inspired discussions open up possibilitie作者: Sinus-Node 時(shí)間: 2025-3-29 15:34 作者: 凹處 時(shí)間: 2025-3-29 20:01
Charles J. Golden,Antonia Chronopoloussis and discussion. In this way, theatre becomes not just the discipline in which we work, but also an arts-based research method in itself, enabling us to navigate the liminal spaces between the different aspects of our academic identity.
