Dialogue and materiality/ embodiment in science/arts creative pedagogy: their role and manifestation

This abstract needs connecting with the Exploring pedagogies of dialogic space in different domains Symposium Proposal Symposium leader: Eva K Vass (Western Sydney University) please. I will be presenting a recorded presentation.
This paper reports on a study investigating: How are dialogue and material/embodied activity manifested in creative pedagogy? This is part of the CREATIONS H2020-EU funded project that aims to engender more engaging science classrooms through arts-based approaches. Our theoretical perspective is essentially relational (Biesta, 2004), and views learning as a phenomenon produced through embodied dialogue (Bakhtin, 1984; Barad, 2007). We argue that this dialogue opens new spaces of possibility in a creative and agentic relational performance through which new inter-subjectivities emerge. Within the project eight creative pedagogical features were developed and used to design 100 science-arts activities across eleven countries. The research reported here focuses on four of the features, which are most core to the team’s wider theoretical work: Dialogue (Bakhtin, 1986); Empowerment and Agency (Barad, 2007); Transdisciplinarity (Lattuca, 2001); and Possibilities (Craft, 2011). And it investigates the features in four, European-wide CREATIONS science-arts activities, explored as in-depth case studies using multiple methods (including fieldnotes, interviews, video, questionnaires, material artefacts and documents), and employing a New Materialist diffractive analysis (Haraway and Randolph, 1997; Barad, 2007). The paper will culminate by sharing the outcomes of the research into the four case studies, and will consider implications in relation to the dialogic and spatial nature of creative pedagogy in transdisciplinary education.
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