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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
List of contents
Introduction.- Part 1 Making With.- 1 In the Wake of the ABER Dissertation: What I Should Have Said at my/in my Defense.- 2 From Mentorship to Partnership: A 15 year Multigenerational Theatre and Arts-based Qualitative Research Journey.- 3 The Constituting of Questions in Art Based Educational Research and Pedagogy.- 4 Mapping, Method and Meaning: Trajectories of Artistic Research.- 5 Afterglow Anthotypes: Making-with Epistolary Poetics as Arts-based Educational Research.- Part 2 Performing With.- 6 Mentoring a New Generation of Arts-based Researchers: From Inception to Fruition.- 7 "Let my name stand": Black Girlhood as a Method of Survival.- 8 Following the Sparkline.- 9 A Time-Lapse Chromatography and the Biased Reflection of Capillary Action.- Part 3 Being With.- 10 The Brown Girls' Chronicles Ten Years Later: Giving Meaning to Marginalized Voices.- 11 ABER Rising: Constructing Transmediating Code.- 12 Mapping the White Space of the Campus Library.- 13 Peregrinations: One Artist-scholar's Passage with Arts-based Educational research.- Afterword.
About the author
Barbara Bickel, Ph.D., is Associate Professor of Art Education, Emerita at Southern Illinois University and Co-founder of Studio M*: A Research Creation Lab Intersecting Arts, Culture and Healing currently based in Canada. She is an artist-researcher-teacher, and is co-founder and former Editor-In-Chief of the Springer book series Studies in Arts-Based Educational Research, as well as co-founder and Senior Editor of Artizein: Arts and Teaching Journal. She is author of Art, Ritual and Trance Inquiry: Arational Learning in an Irrational World, co-author with R. Michael Fisher of Art-Care Practices for Restoring the Communal: Education, Co-Inquiry and Healing and co-editor with Susan Walsh and Carl Leggo of the book Arts-Based and Contemplative Practices in Research and Teaching: Honoring Presence.
Dr. Rita L. Irwin is Artist, Researcher and Teacher deeply committed to the arts and education. She is Distinguished University Scholar and Professor of Art Education in the Department of Curriculum and Pedagogy at the University of British Columbia in Vancouver, British Columbia, Canada. Rita served as Associate Dean of Teacher Education at UBC from 2005-2015 and Head of the Department of Curriculum Studies from 1999-2005. Rita has been Educational Leader for a number of provincial, national and international organizations including being President of the Canadian Society for the Study of Education, Canadian Association of Curriculum Studies, Canadian Society for Education through Art and the International Society for Education through Art.
Richard Siegesmund is Professor of Art+Design Education, Emeritus at Northern Illinois University. He holds a Ph.D. in Art Education from Stanford University. From 2001-2011, he served at the University of Georgia, Lamar Dodd School of Art. His scholarship deals with arts-based research methodology, aesthetics as a philosophy of care and how these research directions lead to anew conception of visual literacy as a fundamental human skill. With Melisa Cahnmann-Taylor, he co-edited "Arts-Based Research in Education: Foundations for Practice." The second edition of this book came out in 2018. His journal articles have appeared in Phi Delta Kappan, Studies in Art Education and the International Journal of Art & Design Education. He is also former President of Integrative Teaching International, an organization that seeks to reimagine the first-year learning outcomes of post-secondary art and design education. He has twice been Fulbright Scholar and has received fellowship awards from the Getty Education Institute for the Arts and the National Endowment for the Arts. As Distinguished Fellow of the National Art Education Association, he is also a recipient of the organization's Manuel Barkan Memorial Award for significance of published research.
