Arts-Based Educational Research Then, Now, and Later

Barone, Tom

doi:10.1080/00393541.2006.11650495

Cited by 71 publications

(53 citation statements)

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“…The arts-based methods (Barone & Eisner, 1997;Finley, 2003) provided opportunities for the youth to express their embodied and emotional as well as intellectual knowledge. The study drew on the tradition of critical pedagogy, based on the work of Freire (1970), focusing on the development of critical consciousness, the capacity to critically examine the world in order to transform it.…”

Section: Research Methodsology and Methodsmentioning

confidence: 99%

“Lock ‘Em Up . . .” but Where’s the Key? Transformative Drama with Incarcerated Youth

Conrad

2014

JCIE

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A research study doing applied theatre with youth at an Alberta, Canada young offender facility, asks: How can participatory drama contribute to the education of incarcerated youth to avoid future negative outcomes of their "at-risk" behaviours? This paper focuses on the social implications and the advocacy aspects of the research. It asks how spaces can be created within institutions such as prisons and schools for transformative processes to occur. Rather than the current "moral panic" that blames youth for social ills, rather than punishment and retribution -enacted against the majority of young Aboriginal inmates, strategies are needed that focus on personal and social development. Citing an example from the participatory drama work, the paper proposes the need for appropriate programming for youth and more compassionate attitudes regarding their needs. Participatory drama, along with emerging restorative justice practices based in Indigenous cultures, offer hope for community-based solutions to creating more caring and compassionate processes of schooling and justice and a more caring and compassionate society overall.

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Section: Research Methodsology and Methodsmentioning

confidence: 99%

“Lock ‘Em Up . . .” but Where’s the Key? Transformative Drama with Incarcerated Youth

Conrad

2014

JCIE

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“…How do the arts meld -if they meld at all -with conventions of social science data collection, analysis, and the reporting of findings? Certainly, Barone and Eisner (1997) had ideas about the forms this might take, but there were a host of other voices as well.…”

Section: Series Descriptionmentioning

confidence: 99%

“…How do the arts meld -if they meld at all -with conventions of social science data collection, analysis, and the reporting of findings? Certainly, ix Barone and Eisner (1997) had ideas about the forms this might take, but there were a host of other voices as well.Within the social sciences, this interest was not limited to the discipline of education, but also included anthropology, sociology, and psychology. It reached into health sciences, nursing and therapy, as well as indigenous forms of knowing.…”

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confidence: 99%

Arts-Research-Education

Knight¹,

Cutcher²

2018

Studies in Arts-Based Educational Research

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Series Description:The volumes in this series inform the readers of the expansive research being conducted using a variety of forms of Arts Based Educational Research, drawing from all disciplines and all forms and practices -the literary, visual, and performing arts.The series includes Arts Based Educational Research that takes place in academic and non-academic settings, as well as be based in practices that are individual and collaborative, private and public. The epistemological, ontological and axiological explorations of the methodologies as well as issues of the representation and dissemination of Arts Based Educational Research will be engaged with and explored. The hinge connecting the arts and research in this Arts Based Educational Research book series is education, being understood in its broadest sense, as learning / transformation / change that takes place in diverse formal and informal settings, as having an impact on and with humans in such a way as to limit and/or assist their conscious awareness and produce new understandings for them to act with and upon the world. This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Approaches to educational research in the American educational research community have become increasingly diverse over the past quarter century. Among the approaches taken to the study of educational phenomena is what is called arts-based educational research (ABER). This approach to research is rooted in the methodologies and epistemologies of the arts and the humanities. This Institute will address ways of thinking about the construction of knowledge and the forms of understanding that research rooted in artistic considerations makes possible. Topics will include the nature of ABER, the contexts in which it may be employed, its underlying epistemology, its attributes and potential liabilities, the forms of representation availa...

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“…Of particular note is the integration of research and the arts in education emerging from the early work of Eisner (1975Eisner ( , 1977 and developed subsequently through his continuing work (more recent works include: Eisner, 1991Eisner, , 1997 at various stages incorporating collaborations with other researchers (for example, Barone & Eisner, 1997). Barone, a former student of Eisner, has also been central to the ongoing development and promotion of arts-informed inquiry (see Barone, 1978Barone, , 1990Barone, , 2000Barone, , 2001Blumenfeld-Jones & Barone, 1997) as well as Knowles (2000, 2001).…”

Section: Design Research and Art-informed Inquirymentioning

confidence: 99%

Arts‐based research in design education

Franz¹

2007

Qualitative Research Journal

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There is an urgent need in terms of changing world conditions to move beyond the dualist paradigm that has traditionally informed design research, education and practice. Rather than attempt to reduce uncertainty, novelty and complexity as is the conventional approach, an argument is presented in this paper that seeks to exploit these qualities through a reconceptualisation of design in creative as well as systematic, rigorous and ethical terms. Arts-based research which 'brings together the systematic and rigorous qualities of inquiry with the creative and imaginative qualities of the arts' is presented as being central to this reconceptualisation. This is exemplified in the application of art-informed inquiry in a research unit for graduating tertiary level interior design students. The application is described in this paper and is shown to rely substantially on the image and its capacity to open up and reveal new possibilities and meaning.

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Arts-Based Educational Research Then, Now, and Later

Cited by 71 publications

References 0 publications

“Lock ‘Em Up . . .” but Where’s the Key? Transformative Drama with Incarcerated Youth

“Lock ‘Em Up . . .” but Where’s the Key? Transformative Drama with Incarcerated Youth

Arts-Research-Education

Arts‐based research in design education

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