Finding aesthetic form inside the tome: the doctorate and arts based educational research

Moss, Julianne and O'Mara, Joanne 2013, Finding aesthetic form inside the tome: the doctorate and arts based educational research, in AARE 2013 : Shaping Australian educational research : Proceedings of the Australian Association for Research in Education 2013 annual conference, Australian Association for Research in Education, Canberra, A. C. T., pp. 1-1.

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Title Finding aesthetic form inside the tome: the doctorate and arts based educational research
Author(s) Moss, JulianneORCID iD for Moss, Julianne orcid.org/0000-0002-3086-0066
O'Mara, JoanneORCID iD for O'Mara, Joanne orcid.org/0000-0003-3511-1125
Conference name Australian Association for Research in Education. Annual Conference (43rd : 2013 : Adelaide, S. A.)
Conference location Adelaide, S. A.
Conference dates 1 - 5 Dec. 2013
Title of proceedings AARE 2013 : Shaping Australian educational research : Proceedings of the Australian Association for Research in Education 2013 annual conference
Editor(s) White, Julie
Publication date 2013
Conference series Australian Association for Research in Education Annual Conference
Start page 1
End page 1
Total pages 1
Publisher Australian Association for Research in Education
Place of publication Canberra, A. C. T.
Keyword(s) doctorate
arts-based research
supervision
Summary  In this paper we outline how the elements and forms of arts informed research can be used in doctoral education. Drawing on Cole and Knowles (2008) interrogation of the elements and forms of arts informed research, we rework their questions and apply them to the Australian model of the Doctor of Philosophy and consider the possibilities for arts based educational research within this model; its impacts on the doctorate itself and our role as supervisors. In the paper we ask: How can the arts (broadly conceived) inform the doctoral research process? How can the arts inform the representational form of doctoral research? What might this mean for us as supervisors? In our discussion we draw upon our work as researchers and supervisors, and consider Halse's (2011) concept of the ‘supervision as becoming’ (p. 569). Through an analysis of our supervision practices we reframe supervision as becoming in part, beyond a practice of hierarchical relationships and/or becoming as the mirror of the supervisor. Rather, we offer an explanation of research training and credentialing as taking forward a vision of new practices which although they are informed by the arts and arts based practices are however not risk averse. While we agree with Cole and Knowles (2008) to connect the work of the academy with the life and lives of communities through research that is accessible, evocative, embodied, empathic, and provocative is productive, something else is required in these times. SuperVision, is required both on the part of the candidate and the supervisors and/or supervisory panel to ensure that the PhD is executed in a way that can meet the university requirements and further is enabling of a sustainable career pathway beyond the initial doctoral education.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30065475

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Created: Thu, 28 Aug 2014, 11:50:52 EST by Joanne O'Mara

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