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dc.contributor.authorWeber, Sandra
dc.date.accessioned2016-07-21T12:50:35Z
dc.date.available2016-07-21T12:50:35Z
dc.date.issued2014
dc.identifier.citationWeber, S. (2014). Arts-based self-study: documenting the ripple effect. Perspectives in Education: Self-study of educational practice: re-imagining our pedagogies, 32(2), 8-20.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3783
dc.description.abstractLike all forms of inquiry, arts-based self-study research can have unexpected consequences. Although we may start out with a fairly clear objective, the data we generate through arts-based methods might address other questions that are even more important than the ones we thought to ask initially, and our study might have an impact that extends beyond the original parameters of the design. The most powerful results of an arts-based self-study intended to improve our own practice might occur in another arena, a ripple effect that is visible only after our inquiry is completed, and hence, undetected because our gaze has shifted elsewhere. By describing and analysing what happens during and after three self-studies done by teachers and teacher educators, this article illustrates the use of visual and other arts-based methods (photography, video, creative writing and drawing) and explores the challenge and nature of the potential ripple effect in/of self-study for learning and growth for many.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectArts-based research methodsen_ZA
dc.subjectCritical pedagogyen_ZA
dc.subjectMedia educationen_ZA
dc.subjectRipple effecten_ZA
dc.subjectSelf-studyen_ZA
dc.subjectVisual methodologiesen_ZA
dc.titleArts-based self-study: documenting the ripple effecten_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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