Routledge Arts-Based Research in Education: Foundations for Practice (Inquiry and Pedagogy Across Diverse Contexts)

Product Description Presenting readers with definitions and examples of arts-based educational research, this text identifies tensions, questions, and models in the field and provides guidance for both beginning and more experienced practice. As arts-based research grows in prominence and popularity across education and the social sciences, the barriers between empirical, institutional, and artistic research diminish and new opportunities emerge for discussion, consideration, and reflection. This book responds to an ever increasing, global need to understand and navigate this evolving domain of research. Featuring a diverse range of contributors, this text weaves together critical essays about arts-based research in the literary, visual, and performing arts with examples of excellence in theory and practice. New to the Second Edition: Additional focus on the historical and theoretical foundations of arts-based educational research to guide readers through development of the field since its inception. New voices and chapters on a variety of artistic genres, including established and emerging social science researchers and artists who act, sing, draw, and narrate findings. Extends and refines the concept of scholartistry, introduced in the first edition, to interrogate excellence in educational inquiry and artistic processes and products. Integrates and applies theoretical frameworks such as sociocultural theory, new materialsm, and critical pedagogy to create interdisciplinary connections. Expanded toolkit for scholartists to inspire creativity, questioning, and risk-taking in research and the arts. Review "The last decade in Arts-Based Educational Research has seen the blurring of scholarship and artistry in innovative, generative, and provocative ways. This text demonstrates multiple forms of border crossings between disciplines, theories, methodologies, aesthetics, and ethics, which challenge traditional and positivist empiricism about knowledge making. What is specifically exciting about this text is that it focuses on those who engage with the materiality, rawness, and visceral quality of art-making without separating it from the enterprise of knowledge construction, as if those two things could ever be mutually exclusive. The editors have painstakingly put together a body of work that is comprehensive, inclusive and diverse. The scholartistry is groundbreaking and moves the field of Arts-Based and Arts-Based Educational Research into the next decade. This text should not be limited to those "alternate" methodological courses. Instead, this should be a foundational text that instructors could use with students who are new to qualitative research, social foundation, cultural studies, or educational anthropology to give them permission to think in creative, generative, and expansive ways without stifling them in restrictive boundaries. The attention invested in braiding the contributors’ work while being mindful about discourses in quality of arts-based work is simply breathtaking and exemplary." --Kakali Bhattacharya, Kansas State University, USA "This is an excellent resource introducing us to arts-based researchers and their work. I used the first edition in a course I taught on arts-based research, and it provided insightful understanding and stimulated significant discussions. My students loved it. I loved it. I felt like I was getting to know new, and some old, friends. It is a welcomed addition to help increase our understandings and appreciations of arts-based research and the people who do this work." --John J. Guiney Yallop, Acadia University, Canada "Arts-based Research in Education provides scholars with an exploration of arts-based inquiry, including the theoretical underpinnings, challenges and opportunities, as realized through research exemplar chapters. Readers interested in post-structural and post-modern approaches to research, in exploring the messiness, ambiguity and meaning ma