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Methodological Choice and Design pp 133–139Cite as

Investigating the Liminal in Professional Education Through Arts-Informed Research

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Part of the book series: Methodos Series ((METH,volume 9))

Abstract

As with any new or innovative approach and methodology, there have been lively debates about the rigour, authenticity and appropriateness of arts-informed research, outlined by Cole and Knowles in Chapter 11. This response seeks to take the discussion further by demonstrating the relevance of arts-informed research in data collection, analysis and representation when investigating professional issues, dilemmas and questions. Several recent teacher-education research projects undertaken by university teachers and research higher degree graduates are be used as exemplars to demonstrate how new understandings about some of the liminal issues in professional education can be developed through such arts-informed inquiry.

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Author information

Authors and Affiliations

  1. Faculty of Education and Social Work, The University of Sydney, Sydney, NSW, Australia

    Robyn Ewing

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  1. Robyn Ewing
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Correspondence to Robyn Ewing .

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Editors and Affiliations

  1. Fac. Education & Social Work, University of Sydney, Sydney, 2006, New South Wales, Australia

    Lina Markauskaite

  2. Fac. Education & Social Work, University of Sydney, Sydney, 2006, New South Wales, Australia

    Peter Freebody

  3. Fac. Education & Social Work, University of Sydney, Sydney, 2006, New South Wales, Australia

    Jude Irwin

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Ewing, R. (2011). Investigating the Liminal in Professional Education Through Arts-Informed Research . In: Markauskaite, L., Freebody, P., Irwin, J. (eds) Methodological Choice and Design. Methodos Series, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-8933-5_12

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