Titlebook: Arts-Based Educational Research Narratives of Academic Identities; Perspectives from Hi Inbanathan Naicker,Daisy Pillay,Anita Hiralaal Book

改良

違反

發(fā)起

Atrium

https://doi.org/10.1007/978-3-030-30417-1ctise freedom, we present individually constructed artworks and shared stories, and reflect collaboratively on the use of art as agentic, affirmative, and open to ambiguity (Eisner, Educational Researcher 26:4–10, 1997). These collaborative boundary-crossing moments serve as openings for our becomin

Iniquitous

Congenital Non-Degenerative Retinal Diseasesnd how our socialisation had moulded us to think and act in specific ways in our academic spaces. They helped unearth our hidden assumptions and provided evidence of how practices modelled in our personal lives contributed to the makeup of who we are as teachers in higher education. Using metaphor a

注射器

Nirmal Raj Gopinathan,Prateek Beheraarn about the identities of informal academic leaders for learning from collage-inspired dialogues?” After examining the transcripts of the dialogues resulting from the collages, we clustered key aspects of the dialogues thematically. We proffer that collage-inspired discussions open up possibilitie

Sinus-Node

凹處

Charles J. Golden,Antonia Chronopoloussis and discussion. In this way, theatre becomes not just the discipline in which we work, but also an arts-based research method in itself, enabling us to navigate the liminal spaces between the different aspects of our academic identity.