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- Genre: Art--Study and teaching.
- Genre: Autobiographies
- Creators: Arizona State University
Description
This qualitative case study of 12, eighteen to twenty-four-year-olds from seven countries provided insight into the learning practices on an art-centered, social media platform. The study addressed two guiding questions; (a) what art related skills, knowledge, and dispositions do community members acquire using a social media platform? (b), What new literacy practices, e.g., the use of new technologies and an ethos of participation, collective intelligence, collaboration, dispersion of abundant resources, and sharing (Knobel & Lankshear, 2007), do members use in acquiring of art-related skills, concepts, knowledge, and dispositions? Data included interviews, online documents, artwork, screen capture of online content, threaded online discussions, and a questionnaire. Drawing on theory and research from both new literacies and art education, the study identified five practices related to learning in the visual arts: (a) practicing as professional artists; (b) engaging in discovery based search strategies for viewing and collecting member produced content; (c) learning by observational strategies; (d) giving constructive criticism and feedback; (e) making learning resources. The study presents suggestions for teachers interested in empowering instruction with new social media technologies.
ContributorsJones, Brian (Author) / Stokrocki, Mary (Thesis advisor) / Young, Bernard (Committee member) / Guzzetti, Barbara (Committee member) / Arizona State University (Publisher)
Created2012
Description
This dissertation is a visual and narrative-based autoethnography that narrates the lived educational experiences of the author from preschool through doctoral studies. The text portrays a story that explores issues of power, identity, and pedagogy in education. Told in narrative form, this project utilizes visual data, thematic coding, layering, and writing as a method of inquiry to investigate and more fully understand injustices found in the American education system. Findings show how the author’s identities of student, teacher, and researcher influence and impact one another, and lead to the development of a future vision of self.
By examining the author’s roles as a student, teacher, and researcher this study centers on conflicts and inconsistencies that arise at the intersections of self, community, institutions, and society. Included in the narrative’s analysis are issues related to positionality, visions of success, empowerment, resistance, neoliberalism, colonialism, psychological distance, and ideological purpose in teaching. The narrative concludes with the development of a personal vision of purposeful, empowering, liberating, and transformative pedagogy.
This study contributes its voice to conversations about inequity and inequality in education by asking the reader to examine conflicts, ask new questions, and critically engage with the dialogic text.
By examining the author’s roles as a student, teacher, and researcher this study centers on conflicts and inconsistencies that arise at the intersections of self, community, institutions, and society. Included in the narrative’s analysis are issues related to positionality, visions of success, empowerment, resistance, neoliberalism, colonialism, psychological distance, and ideological purpose in teaching. The narrative concludes with the development of a personal vision of purposeful, empowering, liberating, and transformative pedagogy.
This study contributes its voice to conversations about inequity and inequality in education by asking the reader to examine conflicts, ask new questions, and critically engage with the dialogic text.
ContributorsMazza, Bonnie Streff (Author) / Margolis, Eric (Thesis advisor) / Heineke Engebretson, Amy (Committee member) / Warriner, Doris (Committee member) / Arizona State University (Publisher)
Created2016