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Traversing theory and transgressing academic discourses : arts-based research in teacher education

Dixon, Mary and Senior, Kim 2009, Traversing theory and transgressing academic discourses : arts-based research in teacher education, International journal of education and the arts, vol. 10, no. 24, pp. 1-21.

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Title Traversing theory and transgressing academic discourses : arts-based research in teacher education
Author(s) Dixon, Mary
Senior, Kim
Journal name International journal of education and the arts
Volume number 10
Issue number 24
Start page 1
End page 21
Publisher Arizona State University
Place of publication Tempe, Ariz.
Publication date 2009-09-29
ISSN 1529-8094
Summary 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 preservice 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.
Language eng
Field of Research 130103 Higher Education
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2009
Copyright notice ©2009, Arizona University Press
Persistent URL http://hdl.handle.net/10536/DRO/DU:30020012

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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Created: Tue, 29 Sep 2009, 11:03:54 EST by Mary Dixon