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Reflexivity in Graduate Teacher and Researcher Education: Our Journey to Arts-Based Self-Study

  • Jill B. FarrellEmail author
  • Carter A. Winkle
Living reference work entry
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Part of the Springer International Handbooks of Education book series (SIHE)

Abstract

In this chapter we trace our development as collaborative arts-based self-study researchers and the rhizome-like influences we have had on ourselves, colleagues, and graduate students. Our journey has taken us recursively from an arts-based pedagogy to self-study methodology and from methodology to reflexive pedagogy as we strive to develop our unique living theory. Each section discusses both methodological and pedagogical approaches used within the context of graduate teacher education, research courses, dissertation thesis advising, and professional development contexts in the broader communities. The chapter mirrors research and practice representative of our growing research interests over the last several years focusing on the integration of the arts, the use of arts-based research methods, and the use of self-study methods coupled with a variety of narrative tools for data collection, analysis of data, and representation of findings. The evolution of our collaborative self-study journey led us to discover how arts-based methods could be useful as both processes and products for our research. Our results led us to the development of a new research methodology that we refer to as arts-based dialogic narrative analysis (ABDNA).

Keywords

Arts-based dialogic narrative analysis Arts-based research Methodology Reflexivity Collaborative self-study research Visual thinking strategies 

Supplementary material

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Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Barry UniversityMiami ShoresUSA

Section editors and affiliations

  • Hafdís Guðjónsdóttir
    • 1
  • Lynn Thomas
  1. 1.School of EducationUniversity of IcelandStakkahlídIceland

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