Pub Date : 2024-02-13DOI: 10.1177/10778004241229063
Natalie Tacuri, Mindy R. Carter, Layal Shuman, Daniel X. Harris, Christopher Blomkwist
This paper presents a study examining how pre-service teachers understand and experience the limit(s) of classroom creativity in a Canadian higher education class. Participants first completed a modified version of the Harris Creativity Audit to assess their preliminary understandings of creativity policies and practices, as well as perceptions of the value and feasibility of incorporating creativity into their own teaching. The survey results informed the content of a two-part workshop where participants utilized participatory design and sketch modeling to further explore their understanding of classroom creativity. Data analysis resulted in three themes: (a) the impact of physical space; (b) assessing creativity and assessing in creative ways; (c) challenging the educational system. This study is part of a multisite Social Sciences and Humanities Research Council–funded project that aims to explore creativity in higher education to empower educators and students to develop creative agency through creative ecologies and collaborative assessment.
{"title":"Collaborative Creative Engagements as Drivers for Re-imagining Classrooms and Pedagogies","authors":"Natalie Tacuri, Mindy R. Carter, Layal Shuman, Daniel X. Harris, Christopher Blomkwist","doi":"10.1177/10778004241229063","DOIUrl":"https://doi.org/10.1177/10778004241229063","url":null,"abstract":"This paper presents a study examining how pre-service teachers understand and experience the limit(s) of classroom creativity in a Canadian higher education class. Participants first completed a modified version of the Harris Creativity Audit to assess their preliminary understandings of creativity policies and practices, as well as perceptions of the value and feasibility of incorporating creativity into their own teaching. The survey results informed the content of a two-part workshop where participants utilized participatory design and sketch modeling to further explore their understanding of classroom creativity. Data analysis resulted in three themes: (a) the impact of physical space; (b) assessing creativity and assessing in creative ways; (c) challenging the educational system. This study is part of a multisite Social Sciences and Humanities Research Council–funded project that aims to explore creativity in higher education to empower educators and students to develop creative agency through creative ecologies and collaborative assessment.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139781459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.1177/10778004241229063
Natalie Tacuri, Mindy R. Carter, Layal Shuman, Daniel X. Harris, Christopher Blomkwist
This paper presents a study examining how pre-service teachers understand and experience the limit(s) of classroom creativity in a Canadian higher education class. Participants first completed a modified version of the Harris Creativity Audit to assess their preliminary understandings of creativity policies and practices, as well as perceptions of the value and feasibility of incorporating creativity into their own teaching. The survey results informed the content of a two-part workshop where participants utilized participatory design and sketch modeling to further explore their understanding of classroom creativity. Data analysis resulted in three themes: (a) the impact of physical space; (b) assessing creativity and assessing in creative ways; (c) challenging the educational system. This study is part of a multisite Social Sciences and Humanities Research Council–funded project that aims to explore creativity in higher education to empower educators and students to develop creative agency through creative ecologies and collaborative assessment.
{"title":"Collaborative Creative Engagements as Drivers for Re-imagining Classrooms and Pedagogies","authors":"Natalie Tacuri, Mindy R. Carter, Layal Shuman, Daniel X. Harris, Christopher Blomkwist","doi":"10.1177/10778004241229063","DOIUrl":"https://doi.org/10.1177/10778004241229063","url":null,"abstract":"This paper presents a study examining how pre-service teachers understand and experience the limit(s) of classroom creativity in a Canadian higher education class. Participants first completed a modified version of the Harris Creativity Audit to assess their preliminary understandings of creativity policies and practices, as well as perceptions of the value and feasibility of incorporating creativity into their own teaching. The survey results informed the content of a two-part workshop where participants utilized participatory design and sketch modeling to further explore their understanding of classroom creativity. Data analysis resulted in three themes: (a) the impact of physical space; (b) assessing creativity and assessing in creative ways; (c) challenging the educational system. This study is part of a multisite Social Sciences and Humanities Research Council–funded project that aims to explore creativity in higher education to empower educators and students to develop creative agency through creative ecologies and collaborative assessment.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139841240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-12DOI: 10.1177/10778004241229795
G. Badley
In this narrative, I trace several elements encased in a recent article entitled ¿Quien Soy Yo? These include issues connected with personal and collective identity, feelings of alienation, feminism, confidence, and assertion. There is also a deep implication that some higher education academies do not try hard enough to welcome new colleagues, especially from minorities, into their institutions.
{"title":"“I Wish I had the Confidence of a Mediocre White Man”","authors":"G. Badley","doi":"10.1177/10778004241229795","DOIUrl":"https://doi.org/10.1177/10778004241229795","url":null,"abstract":"In this narrative, I trace several elements encased in a recent article entitled ¿Quien Soy Yo? These include issues connected with personal and collective identity, feelings of alienation, feminism, confidence, and assertion. There is also a deep implication that some higher education academies do not try hard enough to welcome new colleagues, especially from minorities, into their institutions.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139843441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-12DOI: 10.1177/10778004241229795
G. Badley
In this narrative, I trace several elements encased in a recent article entitled ¿Quien Soy Yo? These include issues connected with personal and collective identity, feelings of alienation, feminism, confidence, and assertion. There is also a deep implication that some higher education academies do not try hard enough to welcome new colleagues, especially from minorities, into their institutions.
{"title":"“I Wish I had the Confidence of a Mediocre White Man”","authors":"G. Badley","doi":"10.1177/10778004241229795","DOIUrl":"https://doi.org/10.1177/10778004241229795","url":null,"abstract":"In this narrative, I trace several elements encased in a recent article entitled ¿Quien Soy Yo? These include issues connected with personal and collective identity, feelings of alienation, feminism, confidence, and assertion. There is also a deep implication that some higher education academies do not try hard enough to welcome new colleagues, especially from minorities, into their institutions.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139783613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-09DOI: 10.1177/10778004241229793
G. Badley
I address some of the issues connected with the elusive concept of quality, especially in the process of qualitative inquiry. I do so by contrasting the relatively simple term “qualities” (or characteristics) with the more contentious idea of quality. I begin by considering aspects of psychogeography (assuming it to be one form of qualitative inquiry) and then by concentrating on the concept of quality itself in autoethnography, specifically as well as in higher education in general.
{"title":"Quality (and Qualities) in Qualitative Inquiry?","authors":"G. Badley","doi":"10.1177/10778004241229793","DOIUrl":"https://doi.org/10.1177/10778004241229793","url":null,"abstract":"I address some of the issues connected with the elusive concept of quality, especially in the process of qualitative inquiry. I do so by contrasting the relatively simple term “qualities” (or characteristics) with the more contentious idea of quality. I begin by considering aspects of psychogeography (assuming it to be one form of qualitative inquiry) and then by concentrating on the concept of quality itself in autoethnography, specifically as well as in higher education in general.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139787729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-09DOI: 10.1177/10778004241229793
G. Badley
I address some of the issues connected with the elusive concept of quality, especially in the process of qualitative inquiry. I do so by contrasting the relatively simple term “qualities” (or characteristics) with the more contentious idea of quality. I begin by considering aspects of psychogeography (assuming it to be one form of qualitative inquiry) and then by concentrating on the concept of quality itself in autoethnography, specifically as well as in higher education in general.
{"title":"Quality (and Qualities) in Qualitative Inquiry?","authors":"G. Badley","doi":"10.1177/10778004241229793","DOIUrl":"https://doi.org/10.1177/10778004241229793","url":null,"abstract":"I address some of the issues connected with the elusive concept of quality, especially in the process of qualitative inquiry. I do so by contrasting the relatively simple term “qualities” (or characteristics) with the more contentious idea of quality. I begin by considering aspects of psychogeography (assuming it to be one form of qualitative inquiry) and then by concentrating on the concept of quality itself in autoethnography, specifically as well as in higher education in general.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139847810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-09DOI: 10.1177/10778004241229786
D. Carless, K. Douglas, Jamie Barnes, E. Pineau
Through this creative-relational inquiry, we pursue a radically new way of conceptualizing, researching, communicating, and practicing health and health care in contemporary times. We write to reimagine what an alternative paradigm that is at once humane, democratic, accessible, inclusive, generative, and resolutely open to diversity in its many forms might look and feel like. We begin by presenting the script of an autoethnographic film that explores health, creativity, and physical activity through an arts-based approach that incorporates moving image, spoken word, soundscape, music, and song. Next, we offer two responses to the film, which embody emotional and empathetic engagement, relational commitment, moral and ethical sensibility, and careful scholarly reflection to extend and develop our inquiry in innovative interdisciplinary directions. Finally, we draw on recent developments in complexity theory and environmental activism to propose a new way to understand and practice health care within complex ecologies of health.
{"title":"Sand in Sculpture: Creatively Rewilding Ecologies of Health","authors":"D. Carless, K. Douglas, Jamie Barnes, E. Pineau","doi":"10.1177/10778004241229786","DOIUrl":"https://doi.org/10.1177/10778004241229786","url":null,"abstract":"Through this creative-relational inquiry, we pursue a radically new way of conceptualizing, researching, communicating, and practicing health and health care in contemporary times. We write to reimagine what an alternative paradigm that is at once humane, democratic, accessible, inclusive, generative, and resolutely open to diversity in its many forms might look and feel like. We begin by presenting the script of an autoethnographic film that explores health, creativity, and physical activity through an arts-based approach that incorporates moving image, spoken word, soundscape, music, and song. Next, we offer two responses to the film, which embody emotional and empathetic engagement, relational commitment, moral and ethical sensibility, and careful scholarly reflection to extend and develop our inquiry in innovative interdisciplinary directions. Finally, we draw on recent developments in complexity theory and environmental activism to propose a new way to understand and practice health care within complex ecologies of health.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139788431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-09DOI: 10.1177/10778004241229786
D. Carless, K. Douglas, Jamie Barnes, E. Pineau
Through this creative-relational inquiry, we pursue a radically new way of conceptualizing, researching, communicating, and practicing health and health care in contemporary times. We write to reimagine what an alternative paradigm that is at once humane, democratic, accessible, inclusive, generative, and resolutely open to diversity in its many forms might look and feel like. We begin by presenting the script of an autoethnographic film that explores health, creativity, and physical activity through an arts-based approach that incorporates moving image, spoken word, soundscape, music, and song. Next, we offer two responses to the film, which embody emotional and empathetic engagement, relational commitment, moral and ethical sensibility, and careful scholarly reflection to extend and develop our inquiry in innovative interdisciplinary directions. Finally, we draw on recent developments in complexity theory and environmental activism to propose a new way to understand and practice health care within complex ecologies of health.
{"title":"Sand in Sculpture: Creatively Rewilding Ecologies of Health","authors":"D. Carless, K. Douglas, Jamie Barnes, E. Pineau","doi":"10.1177/10778004241229786","DOIUrl":"https://doi.org/10.1177/10778004241229786","url":null,"abstract":"Through this creative-relational inquiry, we pursue a radically new way of conceptualizing, researching, communicating, and practicing health and health care in contemporary times. We write to reimagine what an alternative paradigm that is at once humane, democratic, accessible, inclusive, generative, and resolutely open to diversity in its many forms might look and feel like. We begin by presenting the script of an autoethnographic film that explores health, creativity, and physical activity through an arts-based approach that incorporates moving image, spoken word, soundscape, music, and song. Next, we offer two responses to the film, which embody emotional and empathetic engagement, relational commitment, moral and ethical sensibility, and careful scholarly reflection to extend and develop our inquiry in innovative interdisciplinary directions. Finally, we draw on recent developments in complexity theory and environmental activism to propose a new way to understand and practice health care within complex ecologies of health.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139848215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-07DOI: 10.1177/10778004241229791
Susan Germein, Prue Adams, Jen Dollin
In this article, we take Dan Harris’ conceptualization of creative ecologies as a provocation to think individually and collectively across three very different research ecologies and the methodologies we use to navigate them. The three research ecologies originate with slippery eels and multispecies ethnography around the Hawkesbury River (New South Wales); affective filmmaking and experience of gender in Australian secondary schools: and the sociomaterialities of living and researching with/in a small girls school on a Himalayan mountainside. We articulate something of these diverse projects, asking what the concept of creative ecology does in our research practice. Together we ask: What work does inhabiting creative ecologies as concept do; and what does thinking with/in creative ecologies mean for our research work? Finally, we speculate how re-conceptualizing research as creative ecologies might offer more capacious ways to address issues of conceptual, cultural, and ecological justice in this unravelling world.
{"title":"Capacious Methodologies for an Unravelling World: Three Research Ecologies","authors":"Susan Germein, Prue Adams, Jen Dollin","doi":"10.1177/10778004241229791","DOIUrl":"https://doi.org/10.1177/10778004241229791","url":null,"abstract":"In this article, we take Dan Harris’ conceptualization of creative ecologies as a provocation to think individually and collectively across three very different research ecologies and the methodologies we use to navigate them. The three research ecologies originate with slippery eels and multispecies ethnography around the Hawkesbury River (New South Wales); affective filmmaking and experience of gender in Australian secondary schools: and the sociomaterialities of living and researching with/in a small girls school on a Himalayan mountainside. We articulate something of these diverse projects, asking what the concept of creative ecology does in our research practice. Together we ask: What work does inhabiting creative ecologies as concept do; and what does thinking with/in creative ecologies mean for our research work? Finally, we speculate how re-conceptualizing research as creative ecologies might offer more capacious ways to address issues of conceptual, cultural, and ecological justice in this unravelling world.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139857627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-07DOI: 10.1177/10778004241229791
Susan Germein, Prue Adams, Jen Dollin
In this article, we take Dan Harris’ conceptualization of creative ecologies as a provocation to think individually and collectively across three very different research ecologies and the methodologies we use to navigate them. The three research ecologies originate with slippery eels and multispecies ethnography around the Hawkesbury River (New South Wales); affective filmmaking and experience of gender in Australian secondary schools: and the sociomaterialities of living and researching with/in a small girls school on a Himalayan mountainside. We articulate something of these diverse projects, asking what the concept of creative ecology does in our research practice. Together we ask: What work does inhabiting creative ecologies as concept do; and what does thinking with/in creative ecologies mean for our research work? Finally, we speculate how re-conceptualizing research as creative ecologies might offer more capacious ways to address issues of conceptual, cultural, and ecological justice in this unravelling world.
{"title":"Capacious Methodologies for an Unravelling World: Three Research Ecologies","authors":"Susan Germein, Prue Adams, Jen Dollin","doi":"10.1177/10778004241229791","DOIUrl":"https://doi.org/10.1177/10778004241229791","url":null,"abstract":"In this article, we take Dan Harris’ conceptualization of creative ecologies as a provocation to think individually and collectively across three very different research ecologies and the methodologies we use to navigate them. The three research ecologies originate with slippery eels and multispecies ethnography around the Hawkesbury River (New South Wales); affective filmmaking and experience of gender in Australian secondary schools: and the sociomaterialities of living and researching with/in a small girls school on a Himalayan mountainside. We articulate something of these diverse projects, asking what the concept of creative ecology does in our research practice. Together we ask: What work does inhabiting creative ecologies as concept do; and what does thinking with/in creative ecologies mean for our research work? Finally, we speculate how re-conceptualizing research as creative ecologies might offer more capacious ways to address issues of conceptual, cultural, and ecological justice in this unravelling world.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139797922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：