Arts‐based research in design education

Franz, Jill

doi:10.3316/qrj0702022

Cited by 8 publications

(3 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Zines invited the use of non-traditional ways of expressing one's self. The incorporation of visual images in the form of zines operated at a symbolic, metaphoric level that invited multiple potential readings of each zine (Franz, 2005). The visual images provided a window into each diverse student's point of view, thus enhancing empathic understanding (Weber, 2008).…”

Section: Discussionmentioning

confidence: 99%

Zine-Making as a Pedagogical Tool for Transformative Learning in Social Work Education

Desyllas

Sinclair

2013

Social Work Education

View full text Add to dashboard Cite

As a collaborative endeavor between teacher and student, we reflect on the process of creating and sharing social justice oriented zines in our classroom. Zines can be used as a pedagogical tool for awareness, education, empowerment and transformation. Created in the form of self-published work of original and/or appropriated texts and images, zines are usually presented in small booklet format in a variety of ways, from computer-printed text to comics to handwritten text. When shared, they represent a subversive form of media to deconstruct stereotypes and hegemonic representations perpetuated by mainstream media. Through our classroom project, we found that zines provided an opportunity for creative expression, connection and collaboration. As an experiential technique, they can serve to raise student self-awareness and allow for a broader understanding of power hierarchies. As a direct action tool they can be useful for promoting active class participation in the movement for social justice. We advocate for integrating arts-based projects in social work education in order to promote more embodied ways of learning and to facilitate personal and societal transformation.

show abstract

Section: Discussionmentioning

confidence: 99%

Zine-Making as a Pedagogical Tool for Transformative Learning in Social Work Education

Desyllas

Sinclair

2013

Social Work Education

View full text Add to dashboard Cite

show abstract

“…The analysis of CLET data aims to explore the ways in which the collage reflects or represents something of the maker's identity and augments the textual data (narratives) (Franz, 2005;Weber, 2008). Therefore, content analysis of the CLET starts with a process of text reduction before continuing with the identification of important themes and clusters of meaning.…”

Section: Methodsmentioning

confidence: 99%

Development of Identity in CHARGE Syndrome—A Case Study “I Know Who I Am”

Wanka¹

2020

Front. Educ.

View full text Add to dashboard Cite

CHARGE Syndrome is a genetic syndrome with a recognized pattern of features, and involves extensive medical and physical challenges. It is recognized as the most common cause of congenital deafblindness. This case study focuses on the development of identity of individuals with CHARGE Syndrome which is of concern to individuals with CHARGE Syndrome, their parents and the various professionals that provide support and service. A review of the literature demonstrates that the vast majority of research regarding CHARGE Syndrome focuses on the medical, developmental, and family structures. However, identity research shifts the paradigm to the individual and their unique personality, which encourages professionals to apply their support or services to the human being rather than the disability. This study introduces a method with which it was possible to collect differentiated data from individuals with CHARGE Syndrome themselves through a guided creation of pictorial collages and a specialized interview technique based on their collages. The methodological approach used in this study included structured interviews embedded within the Collage Life Story Elicitation Technique. The CLET (Collage Life Story Elicitation Technique) is a protocol to support individuals in their efforts to create their own life story. Analysis of the resulting data was viewed according to several theoretical frameworks applied to the core narrations and the resources. This provided different avenues to the construction of meaning that formed an understanding of identity from the voices of individual themselves. This research initiative uses a single case study of a young man: Janosch. It becomes clear that Janosch does not associate his core identity with CHARGE Syndrome but rather from alternate origins of self. Janosch demonstrated through this research process that the relevance of animals and the topic of tolerance take a leading role in the formation of his identity. Furthermore and unexpected, Janosch's participation in the Mangas community serves as a primary source of social and emotional support, forms his construction of “togetherness” and strongly influences his concept of the relevance of family. This is in contrast to the role in which friends often impact these components of ones' own identity. The specialized methodology used in this study demonstrates that individuals with CHARGE Syndrome can be active participants in identity research that realize rich and accurate data.

show abstract

“…The analysis of CLET data aims to explore the ways in which the collage reflects or represents something of the maker's identity and augments the textual data (narratives) (Franz, 2005;Weber, 2008). Content analysis of the CLET starts with a process of text reduction before continuing with the identification of important themes and clusters of meaning.…”

Section: Making Sense Of Clet Data -A Post-structural Framework For Amentioning

confidence: 99%

Collage Life Story Elicitation Technique: A Representational Technique for Scaffolding Autobiographical Memories

Schalkwyk

2014

TQR

View full text Add to dashboard Cite

A basic premise in narrative therapy and inquiry is that life story telling is a mechanism by which experiences are rendered meaningful within some form of structure. However, narrative inquiry has to take cognisance of difficulties ensuing from discursive practices for different populations when eliciting their life stories. In this article I explicate a unique method, the Collage Life story Elicitation Technique (CLET), geared towards scaffolding life story remembering. Based on the theoretical underpinnings of social constructionism (Gergen, 2000), symbolic interactionism (Berg, 2009) and performative strategies in social science research the CLET provides a mode of expression and narrative performance for positioning the dialogical self. As the individual engages in collage-making and narrating, cognitive, motivational and affective aspects of autobiographical memories emerge while telling her or his life story. Different forms of positioning in the dialogical self and significant attachments to people, objects and life events co-exist in the verbal and non-verbal communications elicited with this technique. As suggested by the pilot study, the CLET provides a structure within which non-English speaking participants could explore multiple forms of positioning in the dialogical self without the restrictions of a verbal interview conversation.

show abstract

Arts‐based research in design education

Cited by 8 publications

References 14 publications

Zine-Making as a Pedagogical Tool for Transformative Learning in Social Work Education

Zine-Making as a Pedagogical Tool for Transformative Learning in Social Work Education

Development of Identity in CHARGE Syndrome—A Case Study “I Know Who I Am”

Collage Life Story Elicitation Technique: A Representational Technique for Scaffolding Autobiographical Memories

Contact Info

Product

Resources

About