Faculty of Education - Research Publications
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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.