Challenging Learning Spaces with Complicit Designs Pauline Sameshima, College of Education Challenging Learning Spaces with Complicit Designs Challenging Learning Spaces with Complicit Designs Challenging Learning Spaces with Complicit Designs Challenging Learning Spaces with Complicit Designs

text image experience

text image experience

text image experience place & community

text image experience place & community

The Construction of Red: Developing the Passage of Pedagogy Insight into the Art of Red’s Construction 2005, Cozumel

Seeing Red A Pedagogy of Parallax An Epistolary Bildungsroman on Artful Scholarly Inquiry

Bildungsroman A narrative genre originating in the late 18 th century Describes either an actual or metaphorical journey in which the protagonist seeks reconciliation between the desire for individuation (self fulfillment) and the demands of socialization (adaptation to the given social reality) Novel of development Novel of education

A narrative genre originating in the late 18 th century

Describes either an actual or metaphorical journey in which the protagonist seeks reconciliation between the desire for individuation (self fulfillment) and the demands of socialization (adaptation to the given social reality)

Novel of development

Novel of education

Bildungsroman Etymologically, the term means “the relationship between man and god in the composite sense of imago dei (image of God) – quest for wholeness Anbildung (acquisition of qualities or knowledge) Ausbildung (development of already existing qualities Entfaltung (creative broadening of acquired skills or qualities without external restriction and assimilation)

Etymologically, the term means “the relationship between man and god in the composite sense of imago dei (image of God) – quest for wholeness

Anbildung (acquisition of qualities or knowledge)

Ausbildung (development of already existing qualities

Entfaltung (creative broadening of acquired skills or qualities without external restriction and assimilation)

Parallax http://en.wikipedia.org/wiki/Parallax parallagé –alteration A change in perception due to a change in observer position

Investigation Topic and Importance Construction Frame Findings and Implications A/rtography, Arts-informed Life History Research, Living Inquiry, Narrative inquiry, and CAP Ethnography. Form Eros and Transformational Theory Embodied Aesthetic Wholeness Comprehensive Exams and Proposal

Investigation Topic and Importance Construction Frame Findings and Implications Mediating Methodologies Constructing Context and Situating Self Representing Research A/r/tography, Arts-informed Life History Research, Living Inquiry, Narrative inquiry, and CAP Ethnography. Embodied Aesthetic Wholeness Eros and Transformational Theory Form Comprehensive Exams and Proposal

Investigation Topic and Importance Construction Frame Findings and Implications Mediating Methodologies Constructing Context and Situating Self Representing Research Conceptions of Currere Seeing Red Storyline Open Conversations A/r/tography, Arts-informed Life History Research, Living Inquiry, Narrative inquiry, and CAP Ethnography. Embodied Aesthetic Wholeness Eros and Transformational Theory Form Comprehensive Exams and Proposal

Investigation Topic and Importance Construction Frame Findings and Implications Mediating Methodologies Constructing Context and Situating Self Representing Research Conceptions of Currere Seeing Red Storyline Open Conversations Present role, relationship, and learning spaces through story, poetry, and art Show curriculum is dynamic and relational Demonstrate how form and the arts provoke transformational learning A/r/tography, Arts-informed Life History Research, Living Inquiry, Narrative inquiry, and CAP Ethnography. Embodied Aesthetic Wholeness Eros and Transformational Theory Form Comprehensive Exams and Proposal

Investigation Topic and Importance Construction Frame Findings and Implications Mediating Methodologies Constructing Context and Situating Self Representing Research Conceptions of Currere Seeing Red Storyline Open Conversations Present role, relationship, and learning spaces through story, poetry, and art Show curriculum is dynamic and relational Demonstrate how form and the arts provoke transformational learning A/r/tography, Arts-informed Life History Research, Living Inquiry, Narrative inquiry, and CAP Ethnography. Embodied Aesthetic Wholeness Eros and Transformational Theory Form Comprehensive Exams and Proposal

Characters Julia Red Advisors Winnie Crates Jared Zeno Will McCarthy Georgia Lang 3

Julia

Red

Advisors

Winnie Crates

Jared Zeno

Will McCarthy

Georgia Lang

What provoked this project? Semiotics Performative inquiry Arts-Informed inquiry Narrative Inquiry A/r/togtaphy Provocation Collect data innovatively Represent data provocatively Reconstruction and recreation of identity through writing

Epistolary Novels

“ Academic” Narratives Brent Kilbourn – For the Love of Teaching (1998) Rishma Dunlop – Boundary Bay (1999) Elizabeth de Freitas – The Wrong Shoe and Other Misfits: Fiction Writing as Reflexive Inquiry Within a Private Girl’s School (2003 )

Epistolary Genre Can be written in fragments Creates direct connection between author/reader Focuses on character and relationship Seeks reader authorship 2006, Cliff House, San Francisco

Can be written in fragments

Creates direct connection

between author/reader

Focuses on character and relationship

Seeks reader authorship

A/r/tography Context Living Inquiry – Embodied Aesthetic Wholeness Living inquiry Narrative inquiry Past Dancing Hockey Conferences Readings Relationships Teaching Daily living Family Daily writing Playing Memories Environment Travel Artmaking Poetry CAP Ethnography Photography Conversations Poetic inquiry Work Music

A/r/tography

Roundhouse, Vancouver, 2005 Roundhouse, Vancouver, 2006 Edibles, UBC, 2006 Seymour Art Gallery, 2006

UBC AMS Art Gallery Juried Show February, 2006

Form Form is integrally related to knowledge production Form enlarges the space for the possible and expands the possibilities for complicity

A Dissertation About the Dissertation Form Goals of the dissertation (Duke & Beck, 1999) to be a training instrument to make an original and significant contribution to knowledge Debates Eisner / Phillips / Gardner (1995/1996) meaning and truth / evaluation Intention / how “truth” claims are evaluated

Goals of the dissertation (Duke & Beck, 1999)

to be a training instrument

to make an original and significant

contribution to knowledge

Debates

Eisner / Phillips / Gardner (1995/1996)

meaning and truth / evaluation

Intention / how “truth” claims are evaluated

Evaluating Fictional Theses Kilbourn 1999 Addresses the issue of form and format which have not been adequately addressed Construction is thorough, reflexive and systematic (not in a linear but rather holistic sense) Project has relevance beyond the local conditions of production

Kilbourn 1999

Addresses the issue of form and format which have not been adequately addressed

Construction is thorough, reflexive and systematic (not in a linear but rather holistic sense)

Project has relevance beyond the local conditions of production

Does the work demonstrate an understanding of the art of research? a disciplined in-depth study which transparently merges researcher, process, and product? a deep concern for pedagogical representation? an invitation to think, write, make, react, create? with humility, a contribution to knowledge or a contestation of the the accepted? consideration of accessibility and communicability? The Sameshima Critique of Artful Scholarship See: Cole & Knowles, 2001; Kilbourn, 1999; Duke & Beck, 1999; Richardson, 2005

Does the work demonstrate

an understanding of the art of research?

a disciplined in-depth study which transparently

merges researcher, process, and product?

a deep concern for pedagogical representation?

an invitation to think, write, make, react, create?

with humility, a contribution to knowledge or a contestation of the the accepted?

consideration of accessibility and communicability?

The researcher: clearly delineates the purpose, significance, implications, and contributions of the work deliberately situates the research, grounding the work in context, theory, and practice, in order to provide an understanding of how the work presses the boundaries of new knowledge plainly explicates the process of research and methods used in a disciplined in-depth study, considering engagement between research and researcher and demonstrating the art of research outlines considerations of communicability and accessibility of the work. Who is the target audience? How is the representation of the work pedagogical and provocative? Where will this work go? N.B. It is understood that research will comply with IRB processes, maintain ethical standards, and upon completion, be submitted to the library and UMI dissertation abstracts

The researcher:

clearly delineates the purpose, significance, implications, and contributions of the work

deliberately situates the research, grounding the work in context, theory, and practice, in order to provide an understanding of how the work presses the boundaries of new knowledge

plainly explicates the process of research and methods used in a disciplined in-depth study, considering engagement between research and researcher and demonstrating the art of research

outlines considerations of communicability and accessibility of the work. Who is the target audience? How is the representation of the work pedagogical and provocative? Where will this work go?

N.B. It is understood that research will comply with IRB processes,

maintain ethical standards, and upon completion, be submitted to

the library and UMI dissertation abstracts

Challenging Learning Spaces with Complicit Designs Pauline Sameshima, psameshima@wsu.edu Thank you Challenging Learning Spaces with Complicit Designs Challenging Learning Spaces with Complicit Designs Challenging Learning Spaces with Complicit Designs