• Alex de Cosson


This section contains five chapters representing studies of museum educators’ own learning through reflexive arts-based research, such as a/r/tography (Irwin, 2013), rooted in praxis (the art of working within theory and practice), while questioning the construct of meaningful engagement through lenses of autoethnographic and phenomenological understanding.


Museum Visit Meaningful Engagement Museum Educator Good Teaching Practice Phenomenological Understanding 
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  1. Aoki, T. (2005). Spinning inspirited images in the midst of planned and live(d) curricula. In W. F. Pinar & R. L. Irwin (Eds.), Curriculum in a new key (pp. 413–423). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.Google Scholar
  2. Irwin, R. (2013). Becoming A/r/t/ography. Studies in Art Education, 54(3), 198–215.Google Scholar
  3. Vallance, E. (2007). Main street as art museum: Metaphor and teaching strategies. Journal of Aesthetic Education, 41(2), 25–38.CrossRefGoogle Scholar

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© Sense Publishers 2015

Authors and Affiliations

  • Alex de Cosson
    • 1
  1. 1.Department of Curriculum and PedagogyUniversity of British ColumbiaCanada

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