Arts-based self-study: documenting the ripple effect
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Date
2014
Authors
Weber, Sandra
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
Like 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.
Description
Keywords
Arts-based research methods, Critical pedagogy, Media education, Ripple effect, Self-study, Visual methodologies
Citation
Weber, 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.