通过变革性学习重塑学术影响力:基于艺术的合作自述

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Beixi Li, Ajit Bhattarai
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引用次数: 0

摘要

在这篇合作撰写的自述中,我们两位初入职场的学者利用基于艺术的方法来探索和改变我们对学术影响力的理解。我们首先叙述了在准备评审、终身教职和晋升档案时所经历的迷失方向的困境。在简要回顾了梅兹罗(Mezirow)的变革性学习理论之后,我们描述了我们在合作性自述中的失败尝试,以及我们转向变革性学习学术研究的情况,这种学术研究优先考虑艺术性的认知方式。我们将合作式自我民族志重新定位为一种基于艺术的探究,并描述了我们在诗歌探究和叙事métissage促进下的合作过程。然后,我们讨论了这一基于艺术的合作式自述项目如何为我们提供了参与观点转变的机会。最后,我们总结了本项目在理论、方法和教学方面对变革性学习学术的贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.
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来源期刊
Journal of Transformative Education
Journal of Transformative Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
20.00%
发文量
35
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.
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