Participatory Visual Methodologies in Self-Study for Social Justice Teaching

Mitchell, Claudia; Moletsane, Relebohile; MacEntee, Katie; Lange, Naydene de

doi:10.1007/978-981-13-6880-6_23

Cited by 2 publications

(1 citation statement)

References 22 publications

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“…The inherent flexibility in self-study methodology has inspired self-study researchers to devise new methods to study themselves and improve their practice (Pithouse- Morgan & Samaras, 2020a;Tidwell & Jónsdóttir, 2020;Whitehead, 2004). This methodological inventiveness has been motivated by the arts (Galman, 2009;Weber & Mitchell, 2004), participatory research (Mitchell, Moletsane, MacEntee, & de Lange, 2020), digital literacies and digital media (Garbett & Ovens, 2017), transdisciplinary professional learning communities , and many other knowledge fields.…”

Section: Setting the Scene: Playful Polyvocal Self-studymentioning

confidence: 99%

Nourishing Wholehearted Faculty Professional Living through Co-Creative Play

Samaras

Pithouse-Morgan

2021

The Educational Forum

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This study explores the value of co-creative play spaces for faculty professional learning and development. Data are drawn from the researchers' co-authored publications, which utilized arts-inspired data generation modes. The pluralist methodological route and analysis result in professional learning design elements captured through rich pictures, poetry, and dialogue. Resonances are shown between what has emerged from polyvocal self-study design elements andBrown's (2010) guideposts for wholehearted living. Implications for faculty wholehearted professional living are offered.

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Section: Setting the Scene: Playful Polyvocal Self-studymentioning

confidence: 99%

Nourishing Wholehearted Faculty Professional Living through Co-Creative Play

Samaras

Pithouse-Morgan

2021

The Educational Forum

View full text Add to dashboard Cite

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Philosophical Reflections on Child Poverty and Education

2023

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The harmful effects of Covid 19 on children living in poverty have refocused attention on the complex nature of child poverty and the vexed question of its relationship to education. The paper examines a tension at the heart of much discussion of child poverty and education. On the one hand, education is often regarded as essential for children’s flourishing and a means by which children can “escape” poverty; yet on the other hand, education systems, institutions, and practices, often reflect and entrench the disadvantages associated with poverty. Narratives concerning education as an escape from poverty tend not to deal in any depth with the injustices associated with poverty, stressing instead the transformative potential of education. By contrast, largely sociological analyses of the ways in which schooling reproduces inequalities tend to stop short of developing a normative account of how education can contribute to transforming the structural injustices related to poverty and its effects on children’s lives. In working to move beyond this analytic impasse, the paper shows how the cluster of concepts, which Robeyns (2018) locates as central to the capability approach, give insights which help to address these two different lacunae. The notion of conversion factors highlights the significance of taking account of existing relationships in education, while the distinction between capabilities and functionings helps guide practices regarding the education of children living in poverty. Drawing on literature on the heightened inequalities associated with poor children’s experience of lack of schooling during the COVID pandemic, the paper sketches some of the ways in which sociological analysis and normative evaluation can be linked in taking forward an “ethically engaged political philosophy” (Wolff, 2018) to discuss child poverty and education in real schools.

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Participatory Visual Methodologies in Self-Study for Social Justice Teaching

Cited by 2 publications

References 22 publications

Nourishing Wholehearted Faculty Professional Living through Co-Creative Play

Nourishing Wholehearted Faculty Professional Living through Co-Creative Play

Philosophical Reflections on Child Poverty and Education

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