Mixing mediums, mixing selves: arts-based contemplative approaches to border crossings

Bhattacharya, Kakali; Payne, Rachel

doi:10.1080/09518398.2016.1201163

Cited by 22 publications

(22 citation statements)

References 4 publications

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“…This step also allows for the sharing of "students' voices" and "interior lives" (Medina et al, 2018, p. 340-41) and this sharing is vital to the goal of developing diversity consciousness. In her paper, Bhattacharya (2016) shares her experience of using her art to write a narrative stating that "in writing these fragmented narratives, the narratives simultaneously write me" (p. 1114) and this observation articulately sums up the significance of this step in the framework.…”

Section: Personal Narratives Using the Art They Created: Labelmentioning

confidence: 95%

Diversity consciousness in the classroom: A case for opening new spaces and generating 'new knowledge for critical literacy using imaginative practices

Iyer

Ramachandran

2019

JPR

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The purpose of this research paper is to offer/propose a framework/model of specific imaginative practices, classroom engagement ideas, and implementation pathways that can be adapted across various grade levels within the K-12 (preferably language and literacy) classrooms to utilize the inherent diversity (of lived experiences) amongst the learners as a resources for fostering equity, diversity, and inclusion (EDI) in the classroom while simultaneously generating 'new' knowledge for learning and sense-making. Essentially, the framework proposed will afford expressive outlets into the curriculum via imaginative practices that are designed to allow opportunities for critical literacy learning by bringing common experiences and issues to the fore (utilizing dialogic comprehension-as-sensemaking pedagogy) and thus perpetuating diversity consciousness. The paper also includes a mock-up (i.e. present an example for each step in the framework when possible) of the proposed model in the hope that it will provide an impetus to teacher scholars and educators interested in adapting/including the framework into their classroom.

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Section: Personal Narratives Using the Art They Created: Labelmentioning

confidence: 95%

Diversity consciousness in the classroom: A case for opening new spaces and generating 'new knowledge for critical literacy using imaginative practices

Iyer

Ramachandran

2019

JPR

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“…Barone & Eisner 2011;Cahnmann-Taylor & Siegesmund 2017; Fellner & Kwah 2018); in the thick weave of new materialism's ecological intermingling of human and more-than-human agencies(Niccolini & Pindyck 2018;Bennett 2010;Barad 2012); in the haptic assertions of affective multimodal practice up against limited and limiting raced and gendered ways of knowing and being(Sharpe 2016;Bhattacharya & Payne 2016;Ohito 2016;Franklin-Phipps & Rath 2019;Franklin-Phipps 2018).…”

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confidence: 99%

Rubbing the room

Restler¹

2020

RERM

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This article describes a visual ethnographic intervention at a New York City public school. The intervention and the images that resulted—a series of life-size red wax rubbings on paper—work in relation to visual discourses and dynamics of contemporary school accountability. In the article, the author situates the images and image-making in the context of her broader multimodal qualitative study on teachers’ invisible labor in urban schools. The author makes sense of this visual ethnographic intervention through a series of three conceptual dyads: witnessing/ evidence; positionality/ art; and intimacy/ “tactile epistemology,” (Marks 2000).

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“… 1. “Empire refers to the network of national and global power structures that create, maintain, and proliferate inequities that privilege certain groups, hierarchically organizing human beings, their value, and the countries in which they live” (Bhattacharya & Payne, 2016, p. 1115). …”

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confidence: 99%

Reworking Prejudice in Qualitative Inquiry With Gadamer and De/Colonizing Onto-Epistemologies

Bhattacharya

Kim

2018

Qualitative Inquiry

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In this article, the authors explore prejudice from Gadamerian and de/colonial perspectives, grounded in methodological discourses of qualitative inquiry. Using a vignette of a typical conversation in a dissertation defense, the authors perform a Gadamerian and de/colonial reading informed by Anzaldúa, Mohanty, Smith, and Chakravorty Spivak. Through these readings the authors enact a fusion of horizons, a possibility forwarded by Gadamer as a critique of Enlightenment-based onto-epistemologies, which situate prejudice as a reminder to engage in expansive knowledge-making moves. De/colonial scholars add arguments about positionality and the need to engage with one’s own stuck places, places of contradictions and tensions, and conditions that cultivate deep introspection. The politics of evidence-based research continues to stifle and discipline the ways in which qualitative research can be engaged. Therefore, the authors offer possibilities in this article that would allow movement from Enlightenment-based onto-epistemologies to other more fluid and culturally situated expansive spaces of knowledge construction.

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Mixing mediums, mixing selves: arts-based contemplative approaches to border crossings

Cited by 22 publications

References 4 publications

Diversity consciousness in the classroom: A case for opening new spaces and generating 'new knowledge for critical literacy using imaginative practices

Diversity consciousness in the classroom: A case for opening new spaces and generating 'new knowledge for critical literacy using imaginative practices

Rubbing the room

Reworking Prejudice in Qualitative Inquiry With Gadamer and De/Colonizing Onto-Epistemologies

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