Arts-Based Educational Research Narratives of Academic Identities - Naicker, Inbanathan; Pillay, Daisy; Pithouse-Morgan, Kathleen;(szerk.) - Prospero Internetes Könyváruház
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Értesítés a kedvenc témákról
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Arts-Based Educational Research Narratives of Academic Identities: Perspectives from Higher Education
 
A termék adatai:
ISBN13:9789819764211
ISBN10:9819764211
Kötéstípus:Puhakötés
Terjedelem:126 oldal
Méret:235x155 mm
Nyelv:angol
Illusztrációk: 4 Illustrations, black & white; 15 Illustrations, color
687
Témakör:

Arts-Based Educational Research Narratives of Academic Identities

Perspectives from Higher Education
 
Kiadás sorszáma: 2024
Kiadó: Springer
Megjelenés dátuma:
Kötetek száma: 1 pieces, Book
 
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EUR 53.49
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22 802 Ft (21 716 Ft + 5% áfa)
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18 241 (17 373 Ft + 5% áfa )
Kedvezmény(ek): 20% (kb. 4 560 Ft)
A kedvezmény érvényes eddig: 2024. december 31.
A kedvezmény csak az 'Értesítés a kedvenc témákról' hírlevelünk címzettjeinek rendeléseire érvényes.
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Rövid leírás:

This book delves into the complexities of being and becoming an academic in higher education. Inspired by the arts, the book introduces new voices and insights to scholarly discussions about what constitutes data and analysis in higher education research. It demonstrates ABER?s ability to shape and critique academic identity narratives in response to pressing problems and dilemmas in higher education.

The book includes exemplars from studies conducted primarily in South African contexts and led by South African researchers. It explores diverse modes, including collage, digital artwork, letter writing, metaphor, creative nonfiction, and theatre-making. Contributions from expert scholars in Canada and the USA supplement this research and show how it has been enriched by critical transcontinental conversations. The authors offer new perspectives on the entwined and complex relationship between the ABER, narratives, and identities.

Hosszú leírás:

This book delves into the complexities of being and becoming an academic in higher education. Inspired by the arts, the book introduces new voices and insights to scholarly discussions about what constitutes data and analysis in higher education research. It demonstrates ABER?s ability to shape and critique academic identity narratives in response to pressing problems and dilemmas in higher education.



The book includes exemplars from studies conducted primarily in South African contexts and led by South African researchers. It explores diverse modes, including collage, digital artwork, letter writing, metaphor, creative nonfiction, and theatre-making. Contributions from expert scholars in Canada and the USA supplement this research and show how it has been enriched by critical transcontinental conversations. The authors offer new perspectives on the entwined and complex relationship between the ABER, narratives, and identities.


Tartalomjegyzék:
1 Composing arts-based educational research narratives and academic identities in higher education research.- Part 1: Trajectories of Arts-Based Educational Research Narratives and Academic Identities in Higher Education in Canada, the United States of America, and South Africa.- 2 (Re)tracing our steps in arts-based educational research: A case for travelling practices.- 3 Reclaiming my artistic core: Living signature arts-based educational self-study research.- 4 Reimagining academic identities in higher education: A polyvocal poetic bricolage.- Part 2: Exemplars of Arts-Based Educational Research Narratives and Academic Identities in Higher Education.- 5 Practising freedom: Using visual art to reveal and cross boundaries as (dis)embodied academics.- 6 Making meaning of academic identities through metaphor.- 7 Learning from collage-inspired dialogues about our leadership for learning identities as nonformal academic leaders.- 8 Researching mentoring as a creative space for reimagining academic identities through letter writing: A collaborative self-study.- 9 Exploring the influences on our academic self-concept through creative nonfiction.- 10 Academics (un)anonymous: Enacting our academic identities through dramatic knowing.