Faculty of Education - Research Publications
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ItemNo Preview AvailableAn artful experiment: The Child+Adult Art Response Project(InSEA, 2019)The Melbourne Graduate School of Education's (MGSE) 'Child+Adult Art Response Project' (C+AARP) involves child and adult artists visually responding to the provocation of INSIDE/OUTSIDE, with each artwork shared as a cross-generational art encounter. This iteration of the project invites middle years primary children in Victoria, Australia partnering with preservice secondary artist-teachers at MGSE, The University of Melbourne to voice personal concerns and feelings, exploring the inside self in relation to the outside world, and creatively exploring public ideas about global, national and local issues. This paper performs the intergenerational artist dialogues afforded by C+AARP, dialogues that rupture traditional notions of teacher/student-adult/child power dynamics, agency, creativity, artist relationships and knowledge transformation.
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ItemEditorial [to JACE: Interculturalisms](Melbourne Graduate School of Education, The University of Melbourne, 2019)
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ItemEntering the Liminal Through the Side Door: A Child + Adult Response Project as a Portal for Student Voice and Deep Thinking(InSEA, 2019)We increasingly position young people as being and becoming active citizens with valid and important knowledge about their worlds, with evolving capacities and expertise needing to be valued and listened to (MacNaughton & Smith, 2008; United Nations Committee on the Rights of the Child, 2009). However, there is a paradox—we also see them as being somewhat cocooned from life’s realities, needing to be protected from the tensions, anxieties, and challenges experienced by adults. While we shield children from many of these experiences, they are inevitably and often intrinsically a part of their own lived narratives.
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ItemNo Preview AvailablestudioFive—A Site for Teaching, Research and Engagement in Australian Arts Education(Springer, 2019-08-09)This chapter explores arts education in Australia through the S.P.A.C.E. ontology. Using studioFive within the Melbourne UNESCO Observatory of Arts Education at the University of Melbourne as a case study, this chapter foregrounds a multidisciplinary facility that offers numerous semiotic affordances, researchoriented processes, and ways to extend into intercultural research. Through such research capacity building, a broad aim of studioFive is to provide mentoring of next generation of arts-based educational researchers, to establish partnerships for further theory development, and to push the boundaries of research methodologies through which to surface and share the power of the arts in education and culture. studioFive is a purpose-built site for multi-modalities and cross- and interdisciplinary teaching, learning and research in arts education at the University of Melbourne. This chapter extends on this and advocates for an education-based approach, which considers the enactment of the Australian Curriculum, arts-based initial teacher education, the continued professional learning of teachers and the potential for intercultural, international research in, through and across the arts
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ItemNo Preview AvailableThrough the Looking Glass: Reflecting on an Embodied Understanding of Creativity and Creative Praxis as an A/r/tographer(Lapland University Press, 2018)My PhD candidature has provided me with a number of provocations (Irwin & Springgay, 2008, p. xxx) that continue to be explored and reverberate in, with, and through my practice. These provocations continue to call me to intervene, intrude or to act as a result of the triggers that have poked and prodded at my praxis as living inquiry (Sullivan, 2005). As a relational (Bourriaud, 2002; Irwin & O’Donoghue, 2012) and rhizomatic (Deleuze & Guattari, 1987, p. 279) artist, re-searcher and teacher, provocations range in the form of memories, stories and metaphors that serve as necessary openings for my ideation and creative practice found within the common threads (Flood, 2003) of reflection. Each provocation threads new lines of flight (Deleuze & Guattari, 1987) and lines of sight at each turn (creative, affective, a/r/tographic and digital) and have shifted understandings in becoming an a/r/tographer (Irwin, 2013). Using critical auto-ethnography (Holman Jones, 2016) as a method to theorize these a/r/t stories and narratives that I encountered on the way, I was able to position myself as an a/r/tographer in the center of my inquiry while peering in on the multiplicity of these identities in a digital form that supported the exploration of my study into digital artist portfolios. This visual essay explores my methodological journey “down the rabbit hole,” through a number of metaphoric and metonymic provocations that were responded to, reflected, reframed and reified in my recently submitted digital PhD thesis.
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ItemField Guide to ePortfolio: Why it Matters for Learning(Association of American Colleges and Universities, 2017)The Field Guide to Eportfolio, a publication produced by more than fifty members of the eportfolio field, provides an authoritative and representative account of the eportfolio idea. It combines entries on what we think are the most important dimensions of the eportfolio concept in the United States with case studies from other countries serving as examples of many of those dimensions. This publication intends to be both an authoritative guide for how to understand eportfolio in the context of higher education as well as an attempt to break new ground. The Field Guide can be considered authoritative for these four key reasons: 1. It has been assembled by the Association for Authentic, Experiential and Evidence- Based Learning (AAEEBL), which is based in the United States and serves as a leading professional association in the global eportfolio field. 2. The Field Guide is a culmination of thinking about the portfolio/eportfolio concept over the past four decades. 3. The authors who contributed to this book represent the most current thinking about eportfolios. 4. The Field Guide is cosponsored by leading groups of eportfolio practitioners and scholars in the field: Association of American Colleges and Universities (AAC&U), International Journal of ePortfolio (IJeP), and Eportfolio Action and Communication Community of Practice (EPAC).