{"title":"通过变革性学习重塑学术影响力:基于艺术的合作自述","authors":"Beixi Li, Ajit Bhattarai","doi":"10.1177/15413446241263762","DOIUrl":null,"url":null,"abstract":"In this collaborative autoethnography, we, two early career academics used arts-based methods to explore and transform our understanding of scholarly impact. We began by narrating the disorienting dilemma we experienced while preparing our review, tenure, and promotion portfolios. After a brief review of Mezirow’s transformative learning theory, we described our failed attempt to engage in collaborative autoethnography and our turn to transformative learning scholarship that prioritizes artistic ways of knowing. We resituated our collaborative autoethnography as an arts-based inquiry and described our collaborative process facilitated by poetic inquiry and narrative métissage. We then discussed how this arts-based collaborative autoethnography project afforded opportunities for us to engage in perspective transformation. Finally, we concluded with the theoretical, methodological, and pedagogical contributions this project makes to transformative learning scholarship.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Reimagining Scholarly Impact Through Transformative Learning: An Arts-Based Collaborative Autoethnography\",\"authors\":\"Beixi Li, Ajit Bhattarai\",\"doi\":\"10.1177/15413446241263762\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this collaborative autoethnography, we, two early career academics used arts-based methods to explore and transform our understanding of scholarly impact. We began by narrating the disorienting dilemma we experienced while preparing our review, tenure, and promotion portfolios. After a brief review of Mezirow’s transformative learning theory, we described our failed attempt to engage in collaborative autoethnography and our turn to transformative learning scholarship that prioritizes artistic ways of knowing. We resituated our collaborative autoethnography as an arts-based inquiry and described our collaborative process facilitated by poetic inquiry and narrative métissage. We then discussed how this arts-based collaborative autoethnography project afforded opportunities for us to engage in perspective transformation. Finally, we concluded with the theoretical, methodological, and pedagogical contributions this project makes to transformative learning scholarship.\",\"PeriodicalId\":51740,\"journal\":{\"name\":\"Journal of Transformative Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2024-06-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Transformative Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/15413446241263762\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Transformative Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/15413446241263762","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Reimagining Scholarly Impact Through Transformative Learning: An Arts-Based Collaborative Autoethnography
In this collaborative autoethnography, we, two early career academics used arts-based methods to explore and transform our understanding of scholarly impact. We began by narrating the disorienting dilemma we experienced while preparing our review, tenure, and promotion portfolios. After a brief review of Mezirow’s transformative learning theory, we described our failed attempt to engage in collaborative autoethnography and our turn to transformative learning scholarship that prioritizes artistic ways of knowing. We resituated our collaborative autoethnography as an arts-based inquiry and described our collaborative process facilitated by poetic inquiry and narrative métissage. We then discussed how this arts-based collaborative autoethnography project afforded opportunities for us to engage in perspective transformation. Finally, we concluded with the theoretical, methodological, and pedagogical contributions this project makes to transformative learning scholarship.
期刊介绍:
The Journal of Transformative Education (JTED) is a peer-reviewed, scholarly journal focused on advancing the understanding, practice, and experience of transformative education. The journal seeks to deliver high academic quality in an engaging, thought-provoking, participative, and reflexive discourse across the spectrum of issues which transformational education encompasses. Those issues include individual experience, educational and institutional processes, formal and informal purposes and venues for such education, and cultural issues such as accessibility and social context for transformative education.