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. Attached Files Name Description MIMEType Size Downloads 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 Total pages 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 Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Link to Related Work Traversing theory and transgressing academic discourses : arts-based research in teacher education (deposited 08-04-2018) International journal of education and the arts (IJEA) Publisher (deposited 22-05-2012)   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Tue, 29 Sep 2009, 11:03:56 EST Fri, 02 Oct 2009, 10:44:18 EST Fri, 02 Oct 2009, 14:11:56 EST Fri, 02 Oct 2009, 14:12:47 EST Fri, 02 Oct 2009, 14:13:37 EST Mon, 19 Oct 2009, 15:22:42 EST Tue, 10 Nov 2009, 10:35:10 EST Fri, 02 Jul 2010, 11:32:46 EST Tue, 06 Jul 2010, 14:36:13 EST Tue, 06 Jul 2010, 14:39:07 EST Tue, 06 Jul 2010, 14:40:21 EST Tue, 06 Jul 2010, 14:42:23 EST Wed, 07 Jul 2010, 13:58:23 EST Wed, 07 Jul 2010, 13:59:12 EST Mon, 12 Jul 2010, 11:44:54 EST Thu, 19 May 2011, 13:32:06 EST Tue, 06 Sep 2016, 13:27:35 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 669 Abstract Views, 4 File Downloads  -  Detailed Statistics Created: Tue, 29 Sep 2009, 11:03:54 EST by Mary Dixon

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