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Author: Brooke A. Hofsess
Publisher: Springer
ISBN: 9463005315
Category : Education
Languages : en
Pages : 280
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Book Description
This title examines professional learning in the contemporary milieu of public education, considering the impact of No Child Left Behind and Race to the Top on such encounters for art educators. Drawing from prominent scholars of philosophy and education (Greene, Dewey, Gadamer), aesthetic experiential play is theorized as a catalyst for teacher renewal through the embodied intensities (Merleau Ponty, Deleuze) it prompts: an aesthetic swell and afterglow. The swell is conceptualized as a movement that unmoors teachers as learners, setting them adrift towards unanticipated, surprising possibilities. Afterglow is an illuminated space that unfolds with a commitment and openness to move in swell towards the ever expanding new. This text invites readers into the findings of a qualitative research inquiry by unfolding a yearlong correspondence of letterpress printed postcards and hand rendered letters exchanged between the author and a cohort of K-12 art teachers. The innovative epistolary form evokes the relational and arts-based educational research methodologies that informed this lively aesthetic inquiry, providing new directions and possibilities for both art educators and arts researchers to explore. Advocating for more complex understandings regarding how educators become renewed as artists and as teachers, this poetic and pictorial text provokes an expanded vision for what counts as professional learning, and the processes by which teacher renewal is nourished and experienced.“Theorists, pedagogues, methodologists and researchers, alike, will find themselves in aesthetic play as they experience the flows, swells, and intensities that Hofsess beautifully crafts ... A brilliant piece of art.” – Mark D. Vagle, The University of Minnesota “Hofsess refocuses our attention to what really matters in education: how, as Elliot Eisner said, the teaching of art is more than the teaching of art.” – Richard Siegesmund, Northern Illinois University “Title illuminates the challenges and possibilities of maintaining transformative experiences in the everyday practice of K-12 art education.” – Tracie Costantino, Rhode Island School of Design Brooke Hofsess, Assistant Professor at Appalachian State University, received her MA in Art & Art Education from Teachers College, Columbia University and her PhD in Art Education from The University of Georgia. She comes to academia with seven years of professional experience as a K-12 art educator. Her research on teacher education and renewal has received honors including the Elliot Eisner Doctoral Research Award in Art Education from the National Art Education Association, and the Outstanding Dissertation Award from the Arts Based Educational Research special interest group of the American Educational Research Association.
Author: Brooke A. Hofsess
Publisher: Springer
ISBN: 9463005315
Category : Education
Languages : en
Pages : 280
Get Book Here
Book Description
This title examines professional learning in the contemporary milieu of public education, considering the impact of No Child Left Behind and Race to the Top on such encounters for art educators. Drawing from prominent scholars of philosophy and education (Greene, Dewey, Gadamer), aesthetic experiential play is theorized as a catalyst for teacher renewal through the embodied intensities (Merleau Ponty, Deleuze) it prompts: an aesthetic swell and afterglow. The swell is conceptualized as a movement that unmoors teachers as learners, setting them adrift towards unanticipated, surprising possibilities. Afterglow is an illuminated space that unfolds with a commitment and openness to move in swell towards the ever expanding new. This text invites readers into the findings of a qualitative research inquiry by unfolding a yearlong correspondence of letterpress printed postcards and hand rendered letters exchanged between the author and a cohort of K-12 art teachers. The innovative epistolary form evokes the relational and arts-based educational research methodologies that informed this lively aesthetic inquiry, providing new directions and possibilities for both art educators and arts researchers to explore. Advocating for more complex understandings regarding how educators become renewed as artists and as teachers, this poetic and pictorial text provokes an expanded vision for what counts as professional learning, and the processes by which teacher renewal is nourished and experienced.“Theorists, pedagogues, methodologists and researchers, alike, will find themselves in aesthetic play as they experience the flows, swells, and intensities that Hofsess beautifully crafts ... A brilliant piece of art.” – Mark D. Vagle, The University of Minnesota “Hofsess refocuses our attention to what really matters in education: how, as Elliot Eisner said, the teaching of art is more than the teaching of art.” – Richard Siegesmund, Northern Illinois University “Title illuminates the challenges and possibilities of maintaining transformative experiences in the everyday practice of K-12 art education.” – Tracie Costantino, Rhode Island School of Design Brooke Hofsess, Assistant Professor at Appalachian State University, received her MA in Art & Art Education from Teachers College, Columbia University and her PhD in Art Education from The University of Georgia. She comes to academia with seven years of professional experience as a K-12 art educator. Her research on teacher education and renewal has received honors including the Elliot Eisner Doctoral Research Award in Art Education from the National Art Education Association, and the Outstanding Dissertation Award from the Arts Based Educational Research special interest group of the American Educational Research Association.
Author: Barbara Bickel
Publisher: Springer Nature
ISBN: 9811985472
Category : Education
Languages : en
Pages : 220
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Book Description
This book offers reflections from Arts-Based Educational Research (ABER) scholars who, since 2005, were awarded the American Educational Research Association ABER Special Interest Group's Outstanding Dissertation Award. The book includes essays from ten awardees who, across diverse artistic disciplines, share how their ABER careers evolve and succeed—inspiring insights into the possibilities of ABER. It also examines the essential role of mentorship in the academy that supports and expands ABER scholarship. Drawing from dissertation exemplars in the field, this book allows readers to look at how ABER scholars learn with the world while creatively researching and teaching in innovative ways
Author: Christina Hanawalt
Publisher: Taylor & Francis
ISBN: 1000864588
Category : Education
Languages : en
Pages : 201
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Book Description
Reconceptualizing Early Career Teacher Mentoring as Reggio-Inspired presents an innovative approach to early career art teacher mentoring informed by both the philosophy of Reggio Emilia and an ontology of immanence while simultaneously illuminating the experiences of the teacher-participants as co-inquirers within the contemporary milieu of public education in the United States. Readers are invited to travel with a group of teacher educators and early career PK-12 art teachers across a four-year journey to experience the evolving nature of a collaborative inquiry through mentoring-as-research, the Teacher Inquiry Group (TIG). The authors share significant insights regarding what it means to be an early career art teacher––especially in an educational climate steeped in neoliberal agendas, standardization, and accountability––and make potent suggestions for re-visioning entrenched approaches to mentoring and professional learning that better account for the inherent complexities of teaching in schools. Advocating for more complex understandings regarding teacher subjectivity and the contextual forces at work in schools, the authors provoke an expanded vision of how mentoring can be imagined, practiced, and lived in current educational contexts. The authors employ key orientations grounded in the Reggio Emilia philosophy to reimagine an under-researched and undertheorized area of study in art education-––early career teacher mentoring––that has implications for teachers at all levels and across all disciplines. This volume is essential reading for scholars and professionals across the fields of art education, teacher preparation, teacher education, and mentoring. It will appeal to educational researchers, K-12 practitioners, teacher educators, and administrators working with new teachers, as well as those interested in mentoring, Reggio Emilia, professional learning and development, art and aesthetic education, and emergent, process-oriented research methodologies.
Author: Melisa Cahnmann-Taylor
Publisher: Routledge
ISBN: 1315305054
Category : Education
Languages : en
Pages : 459
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Book Description
Presenting readers with definitions and examples of arts-based educational research, this text identifies tensions, questions, and models in the field and provides guidance for both beginning and more experienced practice. As arts-based research grows in prominence and popularity across education and the social sciences, the barriers between empirical, institutional, and artistic research diminish and new opportunities emerge for discussion, consideration, and reflection. This book responds to an ever increasing, global need to understand and navigate this evolving domain of research. Featuring a diverse range of contributors, this text weaves together critical essays about arts-based research in the literary, visual, and performing arts with examples of excellence in theory and practice. New to the Second Edition: Additional focus on the historical and theoretical foundations of arts-based educational research to guide readers through development of the field since its inception. New voices and chapters on a variety of artistic genres, including established and emerging social science researchers and artists who act, sing, draw, and narrate findings. Extends and refines the concept of scholartistry, introduced in the first edition, to interrogate excellence in educational inquiry and artistic processes and products. Integrates and applies theoretical frameworks such as sociocultural theory, new materialsm, and critical pedagogy to create interdisciplinary connections. Expanded toolkit for scholartists to inspire creativity, questioning, and risk-taking in research and the arts.
Author: Edwin Creely
Publisher: Routledge
ISBN: 1000334007
Category : Education
Languages : en
Pages : 305
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Book Description
Phenomenological Inquiry in Education is an edited collection of 16 chapters that offers a fascinating and diverse range of approaches and views about phenomenological inquiry as applied in educational research. Written by a group of international scholars concerned about understanding lived experience, the editors assemble theoretical ideas, methodological approaches and empirical research to create a distinctive transdisciplinary outlook. Embodying many unique and useful insights the book provokes thought about the possibilities for phenomenology in contemporary educational research. The international contributors highlight what an exploration of lived experience can offer qualitative research and extend on methodologies commonly used in educational research. By grounding phenomenological inquiry in the complexities of doing research across discipline areas in education, the writers of the book forge links between theory and empirical research, and give their unique perspectives about how phenomenological ideas are being and might be employed in educational research. The book is thus carefully crafted to address both phenomenology as a philosophical tradition and its possibilities for educational research. This scholarly work will appeal to educational researchers, as well as those in broader social research. It taps into the growing international interest in phenomenological research in education which brings attention to lived experience and the highly important affective dimension of learning.
Author: Sarah Travis
Publisher: Taylor & Francis
ISBN: 1040046231
Category : Art
Languages : en
Pages : 211
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Book Description
Experiments in Art Research: How Do We Live Questions Through Art? is not a conventional research methods guide; it's an encounter for asking questions through art. Originating from the work of a community of tightly connected scholars, artists, and teachers, the book unfolds through a tapestry of moments, practices, and people, embracing the celebration of works in progress and in community. Rooted in the practice of permission-giving, the narrative intertwines personal stories—laying bare the transformative power of unconventional teaching methods, risky endeavors, and the breaking of scholarly norms—and begins by understanding that “art” and “research” are not separate. After that, there are endless directions to take up. Instead of a handbook offering rules or best practices, this text offers an inspiring collection of joy, longing, and determination. This is fascinating reading for arts-based researchers, artists, educators in the arts, education scholars, research-creators, performance theorists, art history scholars, art education scholars, inter- and anti-disciplinary scholars, qualitative and post-qualitative researchers, decolonization scholars, public humanities scholars, and writing pedagogy scholars.
Author: Candace R. Kuby
Publisher: Routledge
ISBN: 1351603086
Category : Education
Languages : en
Pages : 274
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Book Description
Covering key terms and concepts in the emerging field of posthumanism and literacy education, this volume investigates posthumanism, not as a lofty theory, but as a materialized way of knowing/becoming/doing the world. The contributors explore the ways that posthumanism helps educators better understand how students, families, and communities come to know/become/do literacies with other humans and nonhumans. Illustrative examples show how posthumanist theories are put to work in and out of school spaces as pedagogies and methodologies in literacy education. With contributions from a range of scholars, from emerging to established, and from both U.S. and international settings, the volume covers literacy practices from pre-K to adult literacy across various contexts. Chapter authors not only wrestle with methodological tensions in doing posthumanist research, but also situate it within pedagogies of teaching literacies. Inviting readers to pause, slow down, and consider posthumanist ways of thinking about agency, intra-activity, subjectivity, and affect, this book explores and experiments with new ways of seeing, understanding, and defining literacies, and allows readers to experience and intra-act with the book in ways more traditional (re)presentations do not.
Author: Albrecht von Müller
Publisher: Springer
ISBN: 3319897764
Category : Science
Languages : en
Pages : 235
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Book Description
This volume offers a fundamentally different way of conceptualizing time and reality. Today, we see time predominantly as the linear-sequential order of events, and reality accordingly as consisting of facts that can be ordered along sequential time. But what if this conceptualization has us mistaking the “exhausts” for the “real thing”, i.e. if we miss the best, the actual taking place of reality as it occurs in a very differently structured, primordial form of time, the time-space of the present? In this new conceptual framework, both the sequential aspect of time and the factual aspect of reality are emergent phenomena that come into being only after reality has actually taken place. In the new view, facts are just the “traces” that the actual taking place of reality leaves behind on the co-emergent “canvas’’ of local spacetime. Local spacetime itself emerges only as facts come into being – and only facts can be adequately localized in it. But, how does reality then actually occur? It is conceived as a “constellatory self-unfolding”, characterized by strong self-referentiality, and taking place in the primordial form of time, the not yet sequentially structured “time-space of the present”. Time is seen here as an ontophainetic platform, i.e. as the stage on which reality can first occur. This view of time (and, thus, also space) seems to be very much in accordance with what we encounter in quantum physics before the so-called collapse of the wave function. In parallel, classical and relativistic physics largely operate within the factual portrait of reality, and the sequential aspect of time, respectively. Only singularities constitute an important exemption: here the canvas of local spacetime – that emerged together with factization – melts down again. In the novel framework quantum reduction and singularities can be seen and addressed as inverse transitions: In quantum physical state reduction reality “gains” the chrono-ontological format of facticity, and the sequential aspect of time becomes applicable. In singularities, by contrast, the inverse happens: Reality loses its local spacetime formation and reverts back into its primordial, pre-local shape – making in this way the use of causality relations, Boolean logic and the dichotomization of subject and object obsolete. For our understanding of the relation between quantum and relativistic physics this new view opens up fundamentally new perspectives: Both are legitimate views of time and reality, they just address very different chrono-ontological portraits, and thus should not lead us to erroneously subjugating one view under the other. The task of the book is to provide a formal framework in which this radically different view of time and reality can be addressed properly. The mathematical approach is based on the logical and topological features of the Borromean Rings. It draws upon concepts and methods of algebraic and geometric topology – especially the theory of sheaves and links, group theory, logic and information theory, in relation to the standard constructions employed in quantum mechanics and general relativity, shedding new light on the pestilential problems of their compatibility. The intended audience includes physicists, mathematicians and philosophers with an interest in the conceptual and mathematical foundations of modern physics.
Author:
Publisher:
ISBN:
Category : Astronomy
Languages : en
Pages : 354
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Book Description
Author: Brian Greene
Publisher: Knopf
ISBN: 1524731676
Category : Science
Languages : en
Pages : 449
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Book Description
From the world-renowned physicist and best-selling author of The Elegant Universe comes this captivating exploration of deep time and humanity's search for purpose. Until the End of Time is Brian Greene's breathtaking new exploration of the cosmos and our quest to understand it. Greene takes us on a journey across time, from our most refined understanding of the universe's beginning, to the closest science can take us to the very end. He explores how life and mind emerged from the initial chaos, and how our minds, in coming to understand their own impermanence, seek in different ways to give meaning to experience: in narrative, myth, religion, creative expression, science, the quest for truth, and our longing for the eternal. Through a series of nested stories that explain distinct but interwoven layers of reality--from quantum mechanics to consciousness to black holes--Greene provides us with a clearer sense of how we came to be, a finer picture of where we are now, and a firmer understanding of where we are headed. With this grand tour of the universe, beginning to end, Brian Greene allows us all to grasp and appreciate our fleeting but utterly exquisite moment in the cosmos.
