Faculty of Education - Research Publications
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ItemNo Preview AvailableAn A/r/tographic Blueprint for Walking in Four Propositions(InSEA Publications, 2024-05-01)Our life narratives are intertwined and entangled with/in art, research and teaching. As digital a/r/tographers, our place stories have connections that have connected us further across spaces and sites. These are multiplicitous and invite new inter-actions and intra-actions across times. We-searching (Holman Jones & Harris, 2019) with Haraway digitally is an experiment that we followed as a series of propositions during 2020. A turn in our life narratives that hold us, yet opens us to living and working with and through the human, non-human and more-than-human interests us as re-searchers. This a/r/tographic blueprint for walking in four propositions explores making kin as a/r/tographers that work in often contested spaces of conservative educational research and across disciplinary boundaries.
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ItemNo Preview AvailableDrawing, Writing, and Walking: An A/r/t/graphic Proposition in 7 Prompts(InSEA Publications, 2024-05-01)This co-storied a/r/tographic proposition in seven prompts has been designed by three a/r/tographers at different stages of knowing between themselves, their worlds, and their practices in and through a/r/tography. We have co-designed these seven prompts in response to the renderings of a/r/tography from the spaces and places we have found ourselves in 2020 during the COVID-19 pandemic. We live in the same city but each of our a/r/tographic practices and our inquiries differ. Our practices of living, walking, being, working, and travelling explore how the radical relatedness and collaborations (Bickel et al., 2010) found within an a/r/tography pedagogy and methodology occur. “Radical relatedness leads to further knowledge sources and cross disciplinary experience in regard to relational aesthetics, relational inquiry, and relational learning” (Bickel et al., 2010, p. 98). We believe that collaboration is central to our work as researchers and practitioners—we learn through, with, and together.
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ItemSeeing what unfolds: new ways of exploring community art education in formal learning spaces(Intellect, 2023-09-29)This book offers global perspectives on art education as a distinctive practice that emerges from community relationships.
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ItemEncountering a Pedagogy of the World in a University Setting(Taylor & Francis, 2021)Taking up Biesta’s (2019) notion of a pedagogy of the world, we ask: How might participating in an arts-based educational program with/in a university enable young people from schools with low Index of Community Socio-Educational Advantage (ICSEA) values to encounter the world of higher education differently and become different in that encounter? This chapter comes from our engagement with empirical material generated during a (post)qualitative inquiry into the pedagogy of The Art of Engagement-a multi-arts studio program involving relational pedagogy and a/r/tography as curriculum located in SPACE, 1 whereby secondary school students from schools in less socio-educationally advantaged communities came together with undergraduate university students for a five-day intensive within a University of Melbourne breadth subject. The program’s rationale was to connect with secondary school arts students completing their schooling in lower ICSEA value schools 2 through the design of authentic university encounters with/in site, practices and communities. It welcomed the secondary school students into the world of our university and enhanced their capacity to “be at home” in this world, creating the conditions for considering and potentially living different post-school futures.
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ItemHow Does Pedagogical Slipperiness Enable Speculation in/for Teacher Professional Learning?(Association for the Advancement of Computing in Education, 2022)This chapter reports on data generated through a process of COVID-19 attuned metho-pedagogical innovation established in the chapter "what are artists and art educators teaching us about how we can conceive and deliver teacher professional learning into the future?" Analysis of data reported in Coleman and MacDonald’s (2020) chapter articulates how movement between temporal and latent space enables teachers to attend to professional learning during times of COVID-19 driven interruption. The act of moving between the temporal and latent creates what can be described as Deleuzean slippage ; a productive act that yields new possibilities for becoming differently. This follow-up chapter reports data generated via a widened lens of slippage enacted by an expanded authorship team. In so doing, this chapter elicits an example of methodological and pedagogic interchange – with methodology and pedagogy mutually constituting each other, becoming metho-pedagogy. With a/r/tographic documentations of change occurring individually, collectively, and collaboratively, we propose slipperiness as a generative catalyst for change in pedagogic ways of knowing.
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ItemEncountering a Pedagogy of the World in a University Setting(Routledge, 2021)Taking up Biesta's (2019) notion of a pedagogy of the world, we ask: How might participating in an arts-based educational program with/in a university enable young people from schools with low Index of Community Socio-Educational Advantage (ICSEA) values to encounter the world of higher education differently and become different in that encounter? This chapter comes from our engagement with empirical material generated during a (post)qualitative inquiry into the pedagogy of The Art of Engagement—a multi-arts studio program involving relational pedagogy and a/r/tography as curriculum located in SPACE, 1 whereby secondary school students from schools in less socio-educationally advantaged communities came together with undergraduate university students for a five-day intensive within a University of Melbourne breadth subject. The program's rationale was to connect with secondary school arts students completing their schooling in lower ICSEA value schools 2 through the design of authentic university encounters with/in site, practices and communities. It welcomed the secondary school students into the world of our university and enhanced their capacity to “be at home” in this world, creating the conditions for considering and potentially living different post-school futures.
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ItemNo Preview AvailableDoing Digital and Visual Autoethnography(Routledge, 2021)This chapter is a letter to you and me about my travels in/to digital and visual autoethnography. Dear you, explores these travels through digitally drawing and writing the sites and sights as matter mappings. As a speculative practitioner researcher my placestories are mapped between sites for becoming teachers and becoming autoethnographers to consider their own travels and journeys in/to autoethnography. In writing and mapping my way in and through my digital and visual da[r]ta as practice, I was write-ing and rite-ing through site-ing and cite-ing my stories into place. This chapter asked me to listen deeply to multiple voices, and sight spaces as places of knowing. Writing to you and me allowed that these voices and placestories be located and held in this Handbook as digital and visual autoethnography. “The second edition of this seminal text in the field of autoethnography considers the development and establishing of a fast-moving discipline since the publication of the first edition.”
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ItemFinding your people: A co-storied critical autoethnography(Dio Press Incorporated, 2021-04)This book provides readers with the structure and motivation to surface, share, and engage with their own stories of teaching and learning, and to invite their colleagues into the process, to collectively consider the possibilities for ...
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ItemDeveloping Learning-Centered Approaches across the Discipline: Implementing Curated ePortfolios in Information Technology and International Studies(The WAC Clearinghouse; University Press of Colorado, 2021-05)
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ItemThe Learner-Teacher Portfolio Journey: Developing Self-Efficacy and Self-Determination in the Medical Sciences(The WAC Clearinghouse; University Press of Colorado, 2021-05)