Layering, unknowing, and unlocking: Thinking beyond structure through arts-based research

Bourgault, Rébecca; Rosamond, Catherine; Vanada, Delane Ingalls

doi:10.1080/15505170.2020.1854398

Journal of Curriculum and Pedagogy

2021

DOI: 10.1080/15505170.2020.1854398

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Layering, unknowing, and unlocking: Thinking beyond structure through arts-based research

Rébecca Bourgault

Catherine Rosamond

Delane Ingalls Vanada

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2024

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Cited by 2 publications

References 12 publications

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Critically Engaged Language and Literacy Workshops as a Disruptive Pedagogy in Plurilingual Classrooms

Zaidi,

Moura,

Cruz

2024

Reading Research Quarterly

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This study explored racialized newcomer student participants' experiences in a rural high school in Western Canada, and utilized critically engaged language and literacy workshops (CELLWs) as a means to authentically represent participants' interrelationships with and relatability to their school and community spaces. CELLWs are an important avenue for self‐reflection that fosters socially just, diverse, and equitable educational practices. Understanding the nuanced lived experiences of newcomers, and how these inform educational practices today, represents a pivotal need in the development of educational pedagogies that encompass past and present experiences reinforced within different places and spaces. The study was guided by the following question: To what extent can CELLWs afford multicultural and plurilingual identities to establish a disruptive pedagogy and re‐imagine classroom spaces? The researchers centered arts and walking methodologies within four CELLWs sessions to open up subjective practices and analyses that intersect equitable, inclusive, and diverse theories and participants' life experiences. Data was drawn from a qualitative and thematic analysis that was obtained from participants' artwork, written reflections, and individual/group interviews. The study revealed the importance of CELLWs in research and in‐classroom practices as practitioners and scholars become accountable when appropriating such activities to create spaces for meaning‐making processes that consider relevant personal experiences and feelings within schools and communities.

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Critically Engaged Language and Literacy Workshops as a Disruptive Pedagogy in Plurilingual Classrooms

Zaidi,

Moura,

Cruz

2024

Reading Research Quarterly

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Self-Assessing While Self-Expressing: How Can Vulnerability Impact the Self-Expressive Artmaking Process?

Waters

2024

Art Education

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Layering, unknowing, and unlocking: Thinking beyond structure through arts-based research

Cited by 2 publications

References 12 publications

Critically Engaged Language and Literacy Workshops as a Disruptive Pedagogy in Plurilingual Classrooms

Critically Engaged Language and Literacy Workshops as a Disruptive Pedagogy in Plurilingual Classrooms

Self-Assessing While Self-Expressing: How Can Vulnerability Impact the Self-Expressive Artmaking Process?

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