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ERIC Number: EJ859055
Record Type: Journal
Publication Date: 2009-Sep-29
Pages: 22
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-1529-8094
Traversing Theory and Transgressing Academic Discourses: Arts-Based Research in Teacher Education
Dixon, Mary; Senior, Kim
International Journal of Education & the Arts, v10 n24 Sep 2009
Pre-service teacher education is marked by linear and sequential programming which offers a plethora of strategies and methods (Cochran-Smith & Zeichner, 2005; Darling Hammond & Bransford, 2005; Grant & Zeichner, 1997). This paper emerges from a three year study within a core education subject in pre-service teacher education in Australia. This "practitioner" research (Zeichner, 1999) engaged the problematics of authentic and meaningful learner-centred teaching and learning through an arts-based curriculum. Over the period of the study, two hundred and eighty pre-service teachers participated in a "dialogical performance"(Conquergood, 2003) of pedagogy about curriculum and assessment through the construction of art about curriculum and assessment. The possibilities of an arts-based pedagogy in pre-service education were affirmed by the research. An enacted epistemological move by the teacher-educators led to similar shifts by the students. This opened a space for the reappearance of learner through engagements with identities, positionings and agency. This was an act of "putting theory to work" (Lather, 2006, 2007) and invoked transgressive practices of academic discourses. (Contains 10 images.)
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia