The Postmodern Educator: Arts-Based Inquiries and Teacher Development

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Overview

The Postmodern Educator offers research stories of teachers and teacher educators who explore their own artistic and analytic practices in many different settings. Typically, arts-based research is presented only in theoretical and expository terms in the educational literature. In this book, however, the authors promote the development of arts-based narrative inquiries by using many artistic forms (stories, poems, narratives, visuals) to shape their topics of interest and those of their teacher colleagues. Teacher-researchers are invited, more generally, to reimagine not only their own research inquiries as forms of art but also the field of teacher education and development. Demonstration is the heart of this book. Chapters consist of a series of examples that illustrate arts-based inquiry and teacher development; dissertation supervision and completion; preservice and inservice teacher education; and other, less conventional, schooling contexts (academe, prisons). The actual literary and artistic examples provided are varied in form and content.
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Editorial Reviews

Professor Maureen Pope
This is a courageous book. The coeditors and their contributors have not entered into the often arid debate on the appropriateness of particular paradigms. Instead they have engaged with the act of describing the imaginative ways in which arts-based educators can contribute to research and to the development of emancipatory pedagogy. Rather than suppress the constructive energies of educational researchers, the various authors demonstrate the potential of adopting an arts-based approach to research. Their narratives are imbued with an appropriate degree of self-referentiality. I found the range of arts-based activities of particular interest, and I will use them with my doctoral students and also my staff development activities. The incorporation of texts by authors from the world of the arts is refreshing. The authors invite us to share with them their vision of a postmodern educator. In reading the book I was stimulated to reflect on my own vision. This represents one of the many important features of the book.
Terry Barrett
In diverse and dynamic ways The Postmodern Educator brings artists into education, educators into art, and art into research. Teachers and students will benefit immediately.
Tom Barone
The editors of this book have performed at least two important services for those of us in the field of education. Diamond and Mullen have collected, written, and edited a set of essays that significantly advances our theoretical understanding of the possibilities of arts-based inquiry approaches for the professional growth of teachers. And perhaps more important, they have supplied us with intriguing examples of what postmodern forms of arts-based educational research can look like. Given the burgeoning interest in exploring how the social sciences might be augmented by the arts for learning and teaching about educational matters, these two contributions make this a terrific example of exactly the right book at exactly the right time.
Booknews
Offers research stories of teachers and teacher educators who explore their own artistic and analytic practices in many settings. Contributors promote the development of arts-based narrative inquiries by using many artistic forms. Teacher-researchers are invited to reimagine not only their own research inquiries as forms of art but also the field of teacher education and development. Chapters consist of a series of examples illustrating arts-based inquiry and teacher development; dissertation supervision and completion; teacher education; and other, less conventional schooling contexts. Literary and artistic examples are provided. Annotation c. Book News, Inc., Portland, OR (booknew.com)
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Product Details

  • ISBN-13: 9780820441016
  • Publisher: Lang, Peter Publishing, Incorporated
  • Publication date: 4/1/1999
  • Series: Counterpoints of Education Series
  • Edition description: New Edition
  • Pages: 504

Table of Contents

List of Figures
Foreword
Notes on Coeditors and Contributors
Acknowledgments
Credits
Prologue: An Invitation to an In-quest 1
Pt. I Why Arts-Based Inquiry and Teacher Development? 13
Ch. 1 Art Is a Part of Us: From Romance to Artful Story 15
Ch. 2 The Air and Iron, Light and Dark of Arts-Based Educational Research 37
Ch. 3 Mirrors, Rivers, and Snakes: Arts-Based Teacher Development 65
Pt. II Examples of Arts-Based Inquiry and Teacher Development 93
Ch. 4 "Finding the Pieces" of a Personal Canon: Teachers as "Free Artists of Themselves" 95
Ch. 5 Encountering Little Margie, My Child Self as Artist: Pieces From an Arts-Based Dissertation 121
Ch. 6 Whiteness, Cracks and Ink-Stains: Making Cultural Identity with Euroamerican Preservice Teachers 147
Ch. 7 Reciting and Reviewing the Educator Self: An Exhibition of Five Self-Works 191
Ch. 8 Signs of Ourselves: Of Self-Narratives, Maps, and Essays 223
Ch. 9 Stories of Breakout: Academic Gatekeepers, Prisoners, and Outlaws 253
Ch. 10 Carousel: A Metaphor for Spinning Inquiry in Prison and Education 281
Ch. 11 "Roped Together": Artistic Forms of Comentoring in Higher Education 315
Ch. 12 Musical Chords: An Arts-Based Inquiry in Four Parts 341
Ch. 13 "From the Next Scale Up": Using Graphic Arts as an Opening to Mentoring 375
Ch. 14 "Hello, Can You Play?": Life's Roles with Puppet Performances 397
Ch. 15 Animals and Curriculum Masters 409
Ch. 16 "WH ERE SH OULD WE BE GIN?": Palimpsest as "Space Probe" 423
Postlogue: A Quest: Birthing the Postmodern Individual 449
Subject Index 465
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