Nurturing change: Processes and outcomes of workshops using collage and gesture to foster aesthetic qualities and capabilities for distributed leadership

IF 2.1 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Professional Development in Education Pub Date : 2023-04-06 DOI:10.1080/19415257.2023.2187432

Philip A. Woods, Suzanne Culshaw, Karen Smith, Joy Jarvis, H. Payne, A. Roberts

{"title":"Nurturing change: Processes and outcomes of workshops using collage and gesture to foster aesthetic qualities and capabilities for distributed leadership","authors":"Philip A. Woods, Suzanne Culshaw, Karen Smith, Joy Jarvis, H. Payne, A. Roberts","doi":"10.1080/19415257.2023.2187432","DOIUrl":null,"url":null,"abstract":"ABSTRACT This article reports findings from a study using arts-based and embodied (ABE) approaches to enhancing capacity for distributed leadership and explores the professional learning which took place as a result. The data reported in the article are from the UK research which formed part of the ENABLES (European Arts-Based Development of Distributed Leadership and Innovation in Schools) project led by the University of Hertfordshire, UK, co-funded by an Erasmus+ grant over a two-year period between 2019 and 2021. The article indicates why we see the professional learning as transformative and proposes a concept of aesthetic grounding to express the nature of change arising from the ABE approaches used. Aesthetic grounding has a generative and organic quality that introduces new elements and potential into participants’ future reflexive deliberations concerning their professional practice. Through enrihment of aesthetic grounding, there is potential for, but not certainty of, transformation of practice.","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"49 1","pages":"600 - 619"},"PeriodicalIF":2.1000,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Professional Development in Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/19415257.2023.2187432","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

ABSTRACT This article reports findings from a study using arts-based and embodied (ABE) approaches to enhancing capacity for distributed leadership and explores the professional learning which took place as a result. The data reported in the article are from the UK research which formed part of the ENABLES (European Arts-Based Development of Distributed Leadership and Innovation in Schools) project led by the University of Hertfordshire, UK, co-funded by an Erasmus+ grant over a two-year period between 2019 and 2021. The article indicates why we see the professional learning as transformative and proposes a concept of aesthetic grounding to express the nature of change arising from the ABE approaches used. Aesthetic grounding has a generative and organic quality that introduces new elements and potential into participants’ future reflexive deliberations concerning their professional practice. Through enrihment of aesthetic grounding, there is potential for, but not certainty of, transformation of practice.

查看原文本刊更多论文

培养变化:使用拼贴和姿态来培养分布式领导的审美品质和能力的研讨会的过程和结果

摘要本文报告了一项研究的结果，该研究使用基于艺术和具体化（ABE）的方法来提高分布式领导能力，并探讨了由此产生的专业学习。文章中报告的数据来自英国的研究，该研究是英国赫特福德大学领导的ENABLES（欧洲基于艺术的学校分布式领导力和创新发展）项目的一部分，该项目由伊拉斯谟+基金在2019年至2021年的两年期内共同资助。这篇文章指出了为什么我们认为专业学习是变革性的，并提出了一个美学基础的概念来表达所使用的ABE方法所产生的变化的性质。审美基础具有生成性和有机性，为参与者未来对其专业实践的反思性思考引入了新的元素和潜力。通过审美基础的丰富，实践的转变是有潜力的，但不是必然的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Professional Development in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.30

自引率

4.80%

发文量