Portraiture as Pedagogy: Learning Research through the Exploration of Context and Methodology

Autor/inn/en	Gaztambide-Fernandez, Ruben; Cairns, Kate; Kawashima, Yuko; Menna, Lydia; VanderDussen, Elena
Titel	Portraiture as Pedagogy: Learning Research through the Exploration of Context and Methodology
Quelle	In: International Journal of Education & the Arts, 12 (2011) 4, (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8094
Schlagwörter	Research Methodology; Qualitative Research; Educational Research; Graduate Students; Student Research; Art Education; Urban Schools; High Schools; College Faculty; Researchers; Experience; Race; Identification; Foreign Countries; Canada (Toronto) + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Qualitative Forschung; Bildungsforschung; Pädagogische Forschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studentenforschung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; Fakultät; Researcher; Forscher; Erfahrung; Rasse; Abstammung; Identifikation; Identifizierung; Ausland
Abstract	In this reflective essay, five members of a research team involving graduate students and a faculty member offer individual "studies" of specific moments in the field in which lessons about methodology, the research context, and the researcher herself/himself crystallized. The article highlights the pedagogical possibilities of portraiture for introducing graduate students to qualitative research methodology. Each "study" illuminates how different kinds of boundaries are negotiated: whether it is the boundaries of access to a research site; the boundaries of personal or professional recognition; the boundaries of the body and physical space; the boundaries of racial identification; or the boundaries of the interior and exterior selves. These are not lessons that can be taught/learned within the constraints of a classroom, whether a lecture hall or the most progressive seminar. It is in the actual experience of negotiating these boundaries that the intricacies of the research process manifest, and in the process, the inquiry itself grows and moves through the necessary explorations that are the heart of qualitative research. (Contains 4 notes.) (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10