Melbourne Graduate School of Education - Research Publications

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    Seeing what unfolds: new ways of exploring community art education in formal learning spaces
    Coleman, K ; Watkins, M ; Lin, C-C ; Sinner, A ; Irwin, R (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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    Encountering a Pedagogy of the World in a University Setting
    Healy, S ; Coleman, K ; Sallis, RJ ; Belton, A ; Riddle, S ; Heffernan, A ; Bright, D (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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    How Does Pedagogical Slipperiness Enable Speculation in/for Teacher Professional Learning?
    MacDonald, A ; Coleman, K ; Healy, S ; Diener, M ; Baumgartner, E (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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    Encountering a Pedagogy of the World in a University Setting
    Healy, S ; Coleman, K ; Johnson Sallis, R ; Belton, A ; Bright, D ; Heffernan, A ; Riddle, S (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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    Doing Digital and Visual Autoethnography
    Coleman, K ; Adams, TE ; Holman Jones, S ; Ellis, C (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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    Finding your people: A co-storied critical autoethnography
    Coleman, K ; McNally, C ; Martin, B ; Colkert, L ; Penny Light, T ; Carswell, MA (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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    Developing Learning-Centered Approaches across the Discipline: Implementing Curated ePortfolios in Information Technology and International Studies
    Coleman, K ; McKenzie, S ; Wilkinson, C ; Dellinger, MA ; Hart, DA (The WAC Clearinghouse; University Press of Colorado, 2021-05)
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    The Learner-Teacher Portfolio Journey: Developing Self-Efficacy and Self-Determination in the Medical Sciences
    Polly, P ; Coleman, K ; Fath, T ; Thai, T ; Yang, J-L ; Dellinger, MA ; Hart, DA (The WAC Clearinghouse; University Press of Colorado, 2021-05)
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    Scicurious as method: Learning from GLAM Young People Living in a Pandemic about Cultivating Digital Co-Research-Creation Spaces that Ignite Curiosity and Creativity
    Coleman, K ; Healy, S ; Wouters, N ; Martin, J ; Campbell, L ; Peck, S ; Belton, A ; Hiscock, R ; Kara, H ; Khoo, S-M (Policy Press, 2020)
    Could COVID-​19, this unexpected crisis, act as a comma 6 in a co-​research-​creation project to become a breathing space and not a full stop? Maybe this pause is a colon: the two different periods of the project (and life in general) on either side of the pandemic, equally important and dependent on each other for full meaning. In this chapter, we tell the story of how a co-​research-​creation event (the Sci Curious Project) unfolded before and during the COVID-​19 pandemic 7 ; the lead-​up to its irruption (St. Pierre, 1997) and then what came after. ‘Scicurious as method’ emerged out of the unexpected pause and recalibration of the project; a method that emphasizes the creation of research spaces that activate scicuriosity in situated practice. We understand scicuriosity as emerging from collaborative research-​creation events that ignite curiosity and creativity. Scicurious as method is presented through an encounter with speculative fiction and scicurious zine travels. Scicurious as method has significant ethical implications, these reify the potential of co-​designed speculative inquiries with creativity and curiosity at their heart. This is, in part, due to its contingency on cultivating digital co-​research-​creation spaces that enfold rather than eschew the analogue and highlight the joyous potential of a deeply situated, co-​designed speculative inquiry; an inquiry with galleries, libraries, archives and museums (GLAM) young people living in a pandemic.
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    Learning through a/r/t: Post-digital art education
    Barrand, K ; Coleman, K ; Coutts, G ; Eca, T (InSEA Publications, 2020-06-22)
    As a result of the provocations and instigations of learning through art and 'living digitally' as artists, researchers and teachers at the International Society for Education Through Art (lnSEA) 2017 World Congress in Daegu Korea, this crowd-sourced visual essay invited international art and design educators to contribute to a visual-digital response to the question: How democratic is the internet in post-digital art education?