Contributing to Social Change in Higher Education by Using Arts-Informed Inquiry to Expand Thinking about Assessment Identity

Abstract

This essay describes an art-informed inquiry to develop inclusive spaces and advance critical thinking about identity where artist-researcher-educator/researcher collaborations are enacted through oil pastels, collages, and an exhibit as a catalyst for expanding thinking about assessment identity. Those involved considered how assessment identity is a complex construct that influences pedagogy by artfully reflecting their knowledge, beliefs, feelings, confidence, and role. A library exhibit engaged broader audiences as an act of disrupting and expanding traditional expectations about educators/ researchers. This project makes space to embrace diversity and multiple ways of knowing with a commitment to inclusion that interweaves imagination and dialogue