Abstract:
This workshop recognises that exclusionary discourses dictate not only what may be learned but what may be communicated, valued and understood. Education dedicated to social justice must remain conscious of the relations of power that influence not only who speaks, but how.
This workshop will enable participants to explore ways of engaging in data generation and exploration through the body, through the imagination, and through creative arts-based methods. I will traverse my own journey as a researcher and educator into adopting and adapting drama methods and the theories underpinning them. I will introduce participants to rewriting in role and embodied recollection as methodologies that can complement and expand current methodologies prevalent in education. Participants will be invited to play with these methodologies and consider how it might enhance practice. Grounded in arts-based research methodology rewriting in role was initially developed to help me make sense of multiple versions of each case study. Creating and reflecting upon new characters to tell the story of my two case studies has allowed me to navigate new waters and swim against the tide of traditional academic writing. This evolved into the creation of fictional characters so I could reveal and interrogate emergent understandings. Embodied recollection uses enactment as a mechanism to recall, distill and then make meaning through the senses.
My aim is to enhance participants’ awareness and ability to integrate movement and consider alternative modes of research which honour knowledge that operates beyond the potentially stifling paradigm of academic discourse.
This workshop will enable participants to explore ways of engaging in data generation and exploration through the body, through the imagination, and through creative arts-based methods. I will traverse my own journey as a researcher and educator into adopting and adapting drama methods and the theories underpinning them. I will introduce participants to rewriting in role and embodied recollection as methodologies that can complement and expand current methodologies prevalent in education. Participants will be invited to play with these methodologies and consider how it might enhance practice. Grounded in arts-based research methodology rewriting in role was initially developed to help me make sense of multiple versions of each case study. Creating and reflecting upon new characters to tell the story of my two case studies has allowed me to navigate new waters and swim against the tide of traditional academic writing. This evolved into the creation of fictional characters so I could reveal and interrogate emergent understandings. Embodied recollection uses enactment as a mechanism to recall, distill and then make meaning through the senses.
My aim is to enhance participants’ awareness and ability to integrate movement and consider alternative modes of research which honour knowledge that operates beyond the potentially stifling paradigm of academic discourse.