ERIC Number: EJ1023926
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0965-0792
EISSN: N/A
Peered and Tiered Learning: Action Research as Creative Cultural Pedagogy
Harris, Anne
Educational Action Research, v21 n3 p412-428 2013
This article presents and problematizes a peered and tiered model of creative and educational knowledge transfer piloted in Culture Shack, a community-based arts education program in Melbourne, Australia. Drawing on Eisner and Sefton-Green and Soep, I argue the value of this approach as a potential new pedagogical strategy in both secondary learning and teacher education courses, refocused on collaborative and process learning rather than outcome-focused pedagogy and assessment. Because education is a key factor for successful integration of those from refugee-background and emerging communities, self-reliance and creative problem-solving can be enhanced through arts programs such as Culture Shack that increase participation in continuing, collaborative educational pathways. In this paper I argue that this peered and tiered collaborative learning model offers possibilities for working cross-sectorally, interdisciplinarily, and interculturally for effective pedagogical outcomes and for the value of arts-based action research-as-pedagogy.
Descriptors: Foreign Countries, Creativity, Art Education, Community Programs, Teaching Methods, Cooperative Learning, Learning Processes, Interdisciplinary Approach, Art Activities, Multicultural Education, Workshops, Minority Groups, Preservice Teachers, Artists, Video Technology, Photography, Audio Equipment, Semi Structured Interviews, Immigrants, Refugees, Secondary School Students, Teacher Educators, Action Research
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Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A