Drawing as a Reflective Practice in Life-Long Learning

Garista, Patrizia

doi:10.1007/978-3-031-25906-7_38

Cited by 1 publication

(3 citation statements)

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“…In fact, as the school cycle carries on until adulthood, drawings are gradually replaced by writing. Yet “the experience of drawing can be rediscovered as an arto-graphic memory of an educational world, a communication tool capable of exploring the imaginative processes in knowledge-building, of meaning-making, of grasping flexible and complex dynamics of living systems, of power relations, but also of emotional and latent aspects of life-deep learning” (Garista, 2023; Merleau-Ponty, 1992).…”

Section: Moving From a Drawing Pedagogy To A Weaving Methodologymentioning

confidence: 99%

“…“Painting, for Merleau-Ponty, is therefore a primordial experience, an activity that people perform before reflection, or rather a pre-reflective experience during which a purely subjective self and an objective world do not exist. Consequently, arto-graphic activities function as a pre-reflexive exercise to stimulate critical thinking, reflection and the creation of meanings” (Garista, 2023).…”

Section: Moving From a Drawing Pedagogy To A Weaving Methodologymentioning

confidence: 99%

“…The research setting must be recognised as a protective and not evaluating space so that creativity and reflection can flow without forcing action or productivity. Considering previous experiences with the use of drawings as a reflective practice (Bodman, 2019; Garista, 2023), a 1 hour time schedule was considered enough for imaging and picturing the rug. The description of the Rug to researcher required 15 minutes.…”

Section: A Case Examplementioning

confidence: 99%

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The Rug Methodology in Qualitative Studies

Bodman,

Garista

2023

International Journal of Qualitative Methods

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This article introduces the Rug Methodology to enhance participation in the qualitative research process. The idea of using rugs to facilitate narratives and expression, and to build reciprocity and activate reflexivity and meaning-making, grew out of a peer-to-peer debate between the authors of this paper on a qualitative research approach for weaving rugs, inventive methods for community action, and drawing as a reflective practice. The article describes the procedure of drawing rugs to encourage people participation. Rugs are everyday objects but they can become a qualitative tool that can be used with in-depth interviews, amplifying the opportunity of collecting participants’ lived experiences, emotions, reflections, and desires. The paper aims to define a framework which connects “to-do activities” with dialogical practices in research and to describe strengths and limitations of drawings rugs in a qualitative research design. Drawings, life events, and stories from the field are described and discussed, showing how everyday objects such as rugs can support expression, participation, reflexivity, and how drawing rugs is suitable for various and vulnerable targets and settings in qualitative studies. Finally, the paper describes the challenges of analysing data from drawings to illustrate lived experiences related to people who stay in rural areas and how they learnt to generate their quality of life.

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Section: Moving From a Drawing Pedagogy To A Weaving Methodologymentioning

confidence: 99%

Section: Moving From a Drawing Pedagogy To A Weaving Methodologymentioning

confidence: 99%

Section: A Case Examplementioning

confidence: 99%

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