1,720,972 research outputs found
Schooling the imagination : an experiment in arts-based education
No full textThis classroom-based interpretive inquiry investigates how the teaching strategies used in a grade-three classroom in a small, private, arts-based primary school implement the arts mission of the school. Further, it explores the relationship between art subjects [music, visual arts, theater, and dance] taught in art ateliers and academic subjects taught in the classroom. The art teachers' practices and the classroom teacher's practices are conceptualized within a Vygotskian socio-cultural framework. Further theoretical background is provided by the literature from art-based curriculum studies, developmental psychology, philosophy of education, and theories of qualitative research. This inquiry challenges the traditional view of arts reflected in most North American classroom practices. The chief research participants were the classroom teacher, the arts teachers, the school's founder, and the school's Principal. The children in the school also participated in focus groups. Data collected and analyzed include 40 hours of classroom-based observations in one class over a three-month period, 12 hours of interviews with the research participants over 16 months, and documents such as course handouts and small brochures describing the school's mission. Findings indicate that the arts instructors and classroom teacher collaborate closely to develop the yearly "theme unificateur" or unifying theme. Attitudes and strategies revealed in the study fit the constructivist model of classroom instruction. Despite growing pains experienced by the school's current expansion, findings suggest that the arts instructors and the classroom instructor are not only filling the academic mission of the school, but are also (a) creating strong relationships with their students, (b) promoting self-esteem and emotional intelligence, and (c) creating artistic and cultural literacy
The midwife as teacher : dialogue with and confidence in the woman
No full textMidwifery care is often described as "woman-centred" and "empowering," yet the concrete or specific practices underlying this kind of care are not well understood. The study examined what midwives say and do in the process of care-giving during pregnancy, and how their care enhances clients' sense of personal competence and capability. Using qualitative methods, the researcher observed, recorded, transcribed and analyzed prenatal visits with nine midwives and their clients in Quebec birth centres. Findings revealed that relaxed conversation was a pivotal feature of the visits and primarily served the client's purposes. At multiple levels, the reciprocal, genuinely dialogic nature of the conversational process allowed the client to take charge and encouraged her to name her world. Educational aspects of care started with the client's agenda, assumed that she had expertise of her own, and affirmed that she could know and act for herself. The key characteristic of midwives' work was the communication of confidence in the essential normalcy of pregnancy and birth, and in the inherent strengths of women in these experiences
Literacy instruction in a cycle one classroom : a qualitative study
No full textThis qualitative study researched the meaning of instruction in a cycle one classroom. The following questions guided my research: How is literacy instruction implemented in a cycle one classroom? (a) What events take place in the class? (b) How does the teacher provide for instruction? (c) How do students and parents perceive instruction?Literacy instruction was defined as any support or intervention on the part of a teacher or more capable other that helped students to more skilfully engage with a range of texts in purposeful and socially responsible ways.I collected data through classroom observation, collection of classroom artefacts, and interviews. Observations and informal interviews were recorded in my researcher's journal. Formal interviews were audio or videotaped. I used complementary approaches of analysis. (a) Two inter-related types of literacy events occurred in the classroom: formatted and open-ended activities. Formatted activities required students to participate in a way that could potentially be assessed. During open-ended activities students were free to select their oven activities and to participate to the extent that they wished. Analysis of the data revealed that, even during formatted activities, students had a great deal of choice in how they could participate in literacy events. As a result, almost all literacy events were tailored to meet diverse individual needs. (b) Bea simultaneously deepened and thickened instruction to support the literacy development of students. Deepening instruction refers to the fine-tuned precision that characterized the instruction she offered, and ensured that activities were neither too easy nor too difficult for students. Thickening instruction refers to how Bea enriched teaching by attending to variety and interest around activities and appealing to broader social, emotional and embodied needs. This seemed to contribute to learning by keeping alive a spirit of excitement and purpose in students, parents and Bea. The concept of deepening and thickening reflects instruction that is consistent with a socially situated view of literacy. (c) Students provided fresh insights by emphasizing the need to attend to embodied aspects of learning and instruction. Parents' contradictory expectations of instruction also suggested the need for continued ongoing collaboration between parents and educators
Gypsy, Roma, Traveller Displacement
No full textThis chapter explores displacement as lived experience of Gypsy, Roma, Traveller (GRT) people and troubles the notion of ‘home.’. Underpinned by a narrative inquiry methodology with an advocacy/participatory world view, it highlights the injustices inherent in a nomadic lifestyle through the reflections of Mary, a member of the GRT community with displacement experience. Four themes emerged from the data: the significance of stopping places; covert and overt displacement as a way of life; detachment from the displacement experiences, and displacement of identity. It emerged that home for GRT people is found in following the footsteps of ancestors and everyday homemaking rituals influenced by their heritage. The chapter also considers the difference between nomadism and displacement. It proposes that GRT families should not categorised as refugees or other displaced people because nomadism is fundamental to their identity, whether they are housed or not. It suggests that non-GRT people can inadvertently intensify feelings of lost identity by assuming that a housed life should be imposed on GRT families ‘for their own good,’ unaware that this significantly contributes to their physical and psychological displacement. It concludes with a reflection on the need to record these narratives before they are lost
Diaspora
Get PDFDisplacement brought about by immigration often leads to enduring loss and nostalgia for an imagined homeland. The search for physical and psychological space and a sense of belonging is continually negotiated by diaspora communities. This chapter explores the experience of an immigrant in the transnational Sikh diaspora. It uses an innovative methodology, bilingual-bicultural life history, to narrate the story from an insider perspective. The features of the methodology are explained and the findings use both Panjabi and English words to capture the nuances in meaning which can be lost through monolingual narrative. The findings focus on the overarching theme of diaspora as ‘unbelonging’ and how this is experienced through living parallel lives, moving between multiple identities and facing racism
Just Jo: Image and identity in self-study
No full textThe personal narrative nature of my work IS rooted in qualitative research methodology and feminist inquiry, in general, and in autobiographical self-study, in particular. In my thesis, I draw on Mitchell and Weber's (1999) self-study work which explores using images as memory prompts and as visual texts which can be read, interpreted, and reconstructed. Engaging in my own self-study, I use memory work and the construction and analysis of visual texts as a way to explore women's identity and the ways in which women resist or accommodate the people and systems around them (including, but not limited to, the educational system). Exploring the social construction of women's identity through autobiographical selfstudy and memory work, I blend a variety of tools as a practical approach to creating what I come to regard as my own specific methodology for doing self-study: the creation of a Living Research Wall. Collectively and aesthetically arranged, the image texts create one large, wall-size collage which I use in my analysis and interpretation of women's identity. However, my image texts - my Wall- are not simply research tools and data, but form an artistic creation in and of itself. The Living Research Wall has a life beyond this study. This study has implications for teacher education, reflective practice, curriculum design, and work with students at all levels. I am interested in how this self-study process can have an impact on the field of education, especially on the students (particularly the children and young adults) in our care. Self-study is not just how we look at ourselves as practitioners, but how we see and interpret all aspects of our life. I would argue that the most important thing we "bring into the classroom" is our Self and that it is vital that we have an understanding of who that Self is.La nature narrative personnelle de mon travail est enracinée dans la méthodologiequalitative de recherche et l'enquête féministe en général, et dans la refléxionautobiographique, en particulier. Dans ma thèse, je m'inspire de la refléxionautobiographique de Mitchell et Weber (1999) qui l'explore en utilisant des images pourinciter la mémoire ainsi en tant que textes visuels qui peuvent être lus, interprétés, etreconstruits. S'engageant dans ma propre réflexion autobiographique, j'emploi le travail demémoire et la construction et l'analyse des textes visuels comme manière d'explorerl'identité des femmes et les moyens dont les femmes résistent ou adaptent au peuple et auxsystèmes autour d'eux (y compris mais non limité à, le système d'éducation).Explorant la construction sociale de l'identité des femmes par le travail de laréflexion autobiographique et de mémoire, je mélange une variété d'outils comme approchepratique à créer ce que je viens de considérer comme ma propre méthodologie spécifiquepour faire la réflexion autobiographique: la création d'un Mur vivant de recherche.Collectivement et esthétiquement disposés, les textes d'image créent un grand collage lataille d'un mur dont j'emploi dans mon analyse et interprétation de l'identité des femmes.Cependant, mes textes d'image - mon mur - ne sont pas simplement des outils et des donnéesde recherches, mais forment une création artistique. Le Mur vivant de recherche a une vieau delà de cette étude.Cette étude a des implications pour l'éducation des enseignants, la pratique réflective,et le travail avec et le curriculum pour les étudiants à tous les niveaux. Je suis intéressée parla façon dont ce processus de réflexion autobiographique peut avoir un impact dans ledomaine d'éducation, particulièrement envers les étudiants (surtout les enfants et les jeunesadultes) dans notre soin. La réflection autobiographique n'est pas simplement comment nousvoyons nous-mê
The Importance of Care in the Publishing Process
No full textLynn Butler-Kisber, McGill University
Mary Stewart, LEARN Quebec
The Importance of Care in the Publishing Process
In this paper we will highlight with stories how, when care is integrated into the various steps in the publication process of qualitative work, it creates a thoughtful dialogue, enhances the ultimate product and scaffolds learning about both content and methodology, without sacrificing quality. Much has been written about the importance of the care in educational contexts (Noddings, 2005). Care refers to “a set of relational processes that foster mutual recognition and realization, growth, development, protection, empowerment, and human community, culture and possibility”—in learning situations (Owens, Ennis, 2005, p. 392). However, little attention has focused on the role that care can play in the publication process. Publications are frequently tied to outcomes such as promotion and tenure with little consideration about how the actual process can contribute to the development of both practitioner and academic authors and their participants. Care in the publication process contributes to how qualitative research gets delivered accessibly, transparently, and poignantly.
References
Noddings, N. (2005). The challenge to care in the schools. New York: Teachers’ College Press.
Owens, L. M., & Ennis, K. D. (2005). The ethic of care in teaching: An overview of supportive literature. QUEST, 57, 392-425
The Power of Visual Approaches in Qualitative Inquiry: The Use of Collage Making and Concept Mapping in Experiential Research
Get PDFThe burgeoning interest in arts-informed research and the increasing variety of visual possibilities as a result of new technologies have paved the way for researchers to explore and use visual forms of inquiry. This article investigates how collage making and concept mapping are useful visual approaches that can inform qualitative research. They are experiential ways of doing/knowing that help to get at tacit aspects of both understanding and process and to make these more explicit to the researcher and more accessible to audiences. It outlines specific ways that each approach can be used with examples to illustrate how the approach informs the researcher's experience and that of the audience. The two approaches are compared and contrasted and issues that can arise in the work are discussed
Artistry and Craft in Online Publications
No full textThis session will address the question of how to balance arts-based qualitative research with academic rigor, inclusion, and multiple perspectives. It will show how researchers can use peer-reviewed, online journals to integrate and disseminate their work creatively and effectively. It will address how technology can be used meaningfully and persuasively, while attending to aesthetics, and ethical issues. Participants are encouraged to bring digital devices to facilitate interaction
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