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Relevant bibliographies by topics / Arts-informed inquiry / Dissertations / Theses

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Dissertations / Theses on the topic 'Arts-informed inquiry'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Bhattacharyya, Sriya. "Muslim Women Resist: An Arts-informed Participatory Qualitative Inquiry." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108937.

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Thesis advisor: M. Brinton Lykes<br>Every day Muslim women in the United States wake up to a harsh political world that attacks their identities, communities, and freedom. In this context, Muslim women endure immense psychological tolls on their sense of identity, safety, and relationships. For many of them, walking out the door and claiming their Muslim identity is an act of political resistance. Despite the disempowerment they may experience, many engage in social actions to resist these oppressive forces. Yet, Muslim women activists have received strikingly little attention in the psycholog

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2

Szabo, Joanna. "Restor(y)ing relational identities through (per)formative reflections on nursing education : a textual exhibitionist's tale of living inquiry." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/4911.

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At the outset, I dis-claim any knowledge or understanding what-so-ever, which is a peculiar stance to take for a nurse educator immersed in the language of “expertise,” “best practices,” and “champion” healthcare offerings. I do not dis-claim knowledge to absolve my professional accountability, nor do I absolve myself of being responsible for my text, rather I apprehend this journey of sentience and incarnation as an infant experiencing and learning the world in which it finds itself. It is only through a naïve, furtive play that I am able to proceed, through the difficulties and paradoxical t

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3

Miller, Taylor Kathryn. "I Am The Space Where I Am| An Arts-Informed Autoethnographic Inquiry On Place-Conscious Education In The Community." Thesis, The University of Arizona, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123866.

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<p> This thesis investigates how my representations of experience through arts-informed autoethnographic research are significant in establishing the pedagogical nature of place. I seek to understand how <i>place-conscious education</i> in a community setting can encourage students’ relationships with the spaces they inhabit and lend to a more just learning environment. Many educative tools are provided and analyzed which are derived from <i> wayfinding</i> and <i>psychogeographic</i> methods. Data was collected over two months throughout the Summer of 2015 while participating in the Onw

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4

Miller, Taylor Kathryn, and Taylor Kathryn Miller. "I Am The Space Where I Am: An Arts-Informed Autoethnographic Inquiry on Place-Conscious Education In The Community." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/620718.

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This thesis investigates how my representations of experience through arts-informed autoethnographic research are significant in establishing the pedagogical nature of place. I seek to understand how place-conscious education in a community setting can encourage students' relationships with the spaces they inhabit and lend to a more just learning environment. Many educative tools are provided and analyzed which are derived from wayfinding and psychogeographic methods. Data was collected over two months throughout the Summer of 2015 while participating in the Onward Israel service learning prog

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5

Stanley, Denise Y. "Teaching Is My Art Now." Thesis, The University of Sydney, 2008. http://hdl.handle.net/2123/2653.

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This arts-informed inquiry is grounded in the lived experiences of five self-proclaimed artists including the researcher, who have turned to careers in teaching at varying stages of their lives. The stories of their transitions and evolving identities as both artists and teachers provide the investigative focus for this study. Although this research is relevant to teachers more generally, it specifically focuses on those who have chosen to teach Visual Arts. Particularly suited to a postmodern, arts-informed inquiry, the diverse forms of knowing that create our everyday experiences are acknow

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6

Stanley, Denise Y. "Teaching Is My Art Now." University of Sydney, 2008. http://hdl.handle.net/2123/2653.

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Doctor of Philosophy<br>This arts-informed inquiry is grounded in the lived experiences of five self-proclaimed artists including the researcher, who have turned to careers in teaching at varying stages of their lives. The stories of their transitions and evolving identities as both artists and teachers provide the investigative focus for this study. Although this research is relevant to teachers more generally, it specifically focuses on those who have chosen to teach Visual Arts. Particularly suited to a postmodern, arts-informed inquiry, the diverse forms of knowing that create our everyda

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7

Searle, Michelle. "Understanding the Potential for Arts-Informed Inquiry in Program Evaluation." Thesis, 2013. http://hdl.handle.net/1974/8097.

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Program evaluation is a form of systematic inquiry designed to meet the needs of those who are working on or who are responsible for a program. One challenge faced by the field of evaluation is responding to the increasing complexity of social programing and diverse informational needs. Methodological innovation is a trait of the field of program evaluation that provides opportunity for responding to challenge faced by the field. Evaluation orientations that rely on qualitative methodologies, which seek to describe, to understand or to interpret complex phenomena are potential sites for arts-i

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8

Compton, Vanessa. "Understanding the labyrinth as transformative site, symbol, and technology : an arts-informed inquiry /." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=510526&T=F.

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9

Bailey, Erika J. M. "Paddling as Place Arts-informed Inquiry into Experiential Learning of Place and Ecological Identity." Thesis, 2010. http://hdl.handle.net/1807/32913.

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I explore how recreational canoeists develop sense of place developed and ecological identity through experience. The intersection between artefact and narrative is the entry-point of exploration of understandings of how recreational canoeists learn through experiences. There are three structural elements. A factional narrative arc of a canoe trip frames the work. Fragments of collective narratives: weave into this story and add richness and depth of experience. Participants’ interwoven narratives form the second element of this work. Finally, footnotes underpin this text to explain and s

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10

McGee, Amy Elizabeth Campbell. "Artwork/Streetlives, Street-involved Youth in Thunder Bay: A Community-based, Arts-informed Inquiry." Thesis, 2010. http://hdl.handle.net/1807/24826.

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Artwork / Streetlives is a community-based, arts-informed, research project which addresses harm reduction amongst street youth in Thunder Bay, Ontario. Nine street-involved participant researchers (supported by a team of researchers and community organizations) used art making and storytelling as ways of understanding the risks specific to street-involved youth in Thunder Bay. Due to the heterogeneous nature of the participant researcher group and a majority of Aboriginal research participants, a novel approach was used to create principles of research collaboration, in pursuit of the princip

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11

Outram, Jessica. "Opening the Jar: Autoethnographic Reflections on Teaching and Developing Resiliency." Thesis, 2011. http://hdl.handle.net/1807/30102.

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Utilizing autoethnographic reflections in the forms of lyric, collage, and personal narrative, this inquiry shows how one teacher developed resiliency. That teacher is me. My early teaching experiences in an Ontario high school provide a qualitative focus of an inner, emotional journey to regaining strength and rediscovering passion after a period of burn-out. Tracing the passage from idealism to defeatism to resilience through metaphors, this arts-informed inquiry represents the inner life of a young woman and teacher.

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12

Lush, Laura. "Swing Beam: My Father's Story of Life on the Farm and the Barns He Loved and Lost--An Arts-informed, Life History Perspective." Thesis, 2013. http://hdl.handle.net/1807/42632.

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Through narrative, poetic, and visual inquiry, this arts-informed thesis reclaims the silenced voices and life histories of both our elderly farmers and of our elderly architecture--the barn. Using the life history model of research (Knowles & Cole, 2001), I engage in informal "chats" (Archibald, 2008, p. 377) with my elderly father to seek out the meaning and significance of his life spent on the farm--and his emotional response to the taking down of his two bank barns after the sale of his farm. What results is a "responsive" (Knowles & Cole, 2001, p. 10) representation of data, an alternati

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13

Hill, Daniel Louis. "The Reflective Practitioner: On the Margins Talking with Métis Educator Dave Skene about his Life's Work." Thesis, 2009. http://hdl.handle.net/1807/18118.

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In this Arts-informed Life History I use dialogue and narrative to illustrate “pedagogy in practice” and illuminate the life’s work of Métis adult educator Dave Skene. Skene tells stories of experience working cross-culturally to illustrate how individuals are transformed by learning experiences and how they contribute to transformative learning in others' lives. He recounts experiences of working for social justice and community development in the global context of north-south knowledge exchange. Skene’s life crosses many borders and the research account walks readers through a life growing u

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14

Siegel, Amy. "Imagining Glace Bay: An Exploration of Family, History and Place." Thesis, 2011. http://hdl.handle.net/1807/30106.

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This is an inquiry that explores both then and now. Father and Daughter. Temporality and Geography. Within these pages stories are used to explore my family’s present and past; migration, settlement, memory, experience and connection to place – Glace Bay, a village on Cape Breton Island. Through narrative, poetry and photography, the contrasting experiences of having lived in Glace Bay in the past, and the struggle to connect with Glace Bay in the present, and future, are explored. Finally, within this manuscript I examine the impact of my father’s stories and I identify storytelling as an i

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15

Chan, Karen Bic Kwun. "Chinese Enough For Ya? Disrupting and Transforming Notions of Chineseness through Chinesenough Tattoos." Thesis, 2010. http://hdl.handle.net/1807/32914.

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Using interpretive methods of social inquiry, this thesis explores the socio-political significance of body tattoos made of Chinese-like text, which have recently become popular Western phenomena. It theorizes how contemporary Western tattooing complicates bodily and social boundaries, providing context to interrogate ideas of authenticity. Coining the term "Chinesenough" (from “Chinese” and “enough”), I describe how many such tattoos do not reflect in Chinese what many wearers and viewers assume they do. I contrast how Chinesenough tattoos (re)produce whiteness to the multiple and contradi

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16

Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.

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This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a cult

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