Details

Introduction.- Part 1 Making With.- 1 In the Wake of the ABER Dissertation: What I Should Have Said at my/in my Defense.- 2 From Mentorship to Partnership: A 15 year Multigenerational Theatre and Arts-based Qualitative Research Journey.- 3 The Constituting of Questions in Art Based Educational Research and Pedagogy.- 4 Mapping, Method and Meaning: Trajectories of Artistic Research.- 5 Afterglow Anthotypes: Making-with Epistolary Poetics as Arts-based Educational Research.- Part 2 Performing With.- 6 Mentoring a New Generation of Arts-based Researchers: From Inception to Fruition.- 7 “Let my name stand”: Black Girlhood as a Method of Survival.- 8 Following the Sparkline.- 9 A Time-Lapse Chromatography and the Biased Reflection of Capillary Action.- Part 3 Being With.- 10 The Brown Girls’ Chronicles Ten Years Later: Giving Meaning to Marginalized Voices.- 11 ABER Rising: Constructing Transmediating Code.- 12 Mapping the White Space of the Campus Library.- 13 Peregrinations: One Artist-scholar’s Passage with Arts-based Educational research.- Afterword.

<p>Barbara Bickel, Ph.D., is Associate Professor of Art Education,&nbsp;Emerita&nbsp;at Southern Illinois University and Co-founder of Studio M*: A Research Creation Lab Intersecting Arts, Culture and Healing currently based in Canada. She is an artist-researcher-teacher, and is co-founder and former Editor-In-Chief of the Springer book series Studies in Arts-Based Educational Research, as well as co-founder and Senior Editor of Artizein: Arts and Teaching Journal.&nbsp;She is&nbsp;author of Art, Ritual and Trance Inquiry: Arational Learning in an Irrational World,&nbsp;co-author with R. Michael Fisher of Art-Care Practices for Restoring the Communal: Education, Co-Inquiry and Healing&nbsp;and co-editor&nbsp;with Susan Walsh and Carl Leggo&nbsp;of the book Arts-Based and Contemplative Practices in Research and Teaching: Honoring Presence.</p>

<p>Dr. Rita L. Irwin is Artist, Researcher and Teacher deeply committed to the arts and education. She is Distinguished University Scholar and Professor of Art Education in the Department of Curriculum and Pedagogy at the University of British Columbia in Vancouver, British Columbia, Canada. Rita served as Associate Dean of Teacher Education at UBC from 2005-2015 and Head of the Department of Curriculum Studies from 1999-2005. Rita has been Educational Leader for a number of provincial, national and international organizations including being President of the Canadian Society for the Study of Education, Canadian Association of Curriculum Studies, Canadian Society for Education through Art and the International Society for Education through Art.</p>

Richard Siegesmund is Professor of Art+Design Education, Emeritus&nbsp;at Northern Illinois University. He holds a Ph.D. in Art Education from Stanford University. From 2001-2011, he served at the University of Georgia, Lamar Dodd School of Art. His scholarship deals with arts-based research methodology, aesthetics as a philosophy of care and how these research directions lead to anew conception of visual literacy as a fundamental human skill. With Melisa Cahnmann-Taylor, he co-edited "Arts-Based Research in Education: Foundations for Practice." The second edition&nbsp;of this book came out in 2018. His journal articles have appeared in Phi Delta Kappan, Studies in Art Education and the International Journal of Art & Design Education. He is also former President of Integrative Teaching International, an organization that seeks to reimagine the first-year learning outcomes of post-secondary art and design education. He has twice been Fulbright Scholar and has received fellowship awards from the Getty Education Institute for the Arts and the National Endowment for the Arts. As Distinguished Fellow of the National Art Education Association, he is also a recipient of the organization's Manuel Barkan Memorial Award for significance of published research.<p></p><br>

<div>This book offers reflections from Arts-Based Educational Research (ABER) scholars who, since 2005, were awarded the American Educational Research Association ABER Special Interest Group's Outstanding Dissertation Award. The book includes essays from ten awardees who, across diverse artistic disciplines, share how their ABER careers evolve and succeed—inspiring insights into the possibilities of ABER. It also examines the essential role of mentorship in the academy that supports and expands ABER scholarship. Drawing from dissertation exemplars in the field, this book allows readers to look at how ABER scholars learn with the world while creatively researching and teaching in innovative ways<br></div><div><br></div><div>“<i>This text is remarkable for the immense diversity of situating creativity as inquiry in educational research from multiple cultural, theoretical, and substantive perspectives. The scholars in this text demonstrate the interdisciplinary understanding and enactmentof Arts-Based Educational Research, thus allowing the work to exceed the boundaries of education in generative ways. This text is also a pedagogical text that can be used to teach multiple graduate-level classes within education and beyond. Most importantly, this text creates a fertile ground for cognitive, affective, and spiritual shifts that are transformative, offering the reader possibilities for inquiry that exceed traditional expectations.</i>” —&nbsp;<b>Kakali Bhattacharya</b>, Professor. Qualitative Research Program. Research, Evaluation, Measurement. College of Education, University of Florida<div><br></div><div>“<i>Arts-Based Educational Research Trajectories provides a historically-situated, intergenerational account of ABER, calling attention to how it has – over the last 30 years – forged its space in the academy and among researchers. The essays highlight the art, creativity, and scholarship of ABER as contributors engage storytelling, textual and visual inquiry and reflect on their ABER journeys. ABER Trajectories is the book I needed as a budding ABER scholar, and I am overjoyed to know it is in the world now, further cementing the legitimacy already known to and felt by the scholars who embrace it!</i>” —&nbsp;<b>Qiana Cutts</b>, PhD, Mississippi State University. Arts- Based Educational Research Chair, 2021-2023</div></div>

Documents the personal/scholarly impact of exemplar ABER Scholars Includes a historical review on ABER scholarship with provocations for future work Examines the cultural contexts within doctoral programs that foster and sustain ABER scholarship

“<i>This text is remarkable for the immense diversity of situating creativity as inquiry in educational research from multiple cultural, theoretical, and substantive perspectives. The scholars in this text demonstrate the interdisciplinary understanding and enactment of Arts-Based Educational Research, thus allowing the work to exceed the boundaries of education in generative ways. This text is also a pedagogical text that can be used to teach multiple graduate-level classes within education and beyond. Most importantly, this text creates a fertile ground for cognitive, affective, and spiritual shifts that are transformative, offering the reader possibilities for inquiry that exceed traditional expectations.</i>” — <b>Kakali Bhattacharya</b>, Professor. Qualitative Research Program. Research, Evaluation, Measurement. College of Education, University of Florida<div><br></div><div>“<i>Arts-Based Educational Research Trajectories provides a historically-situated, intergenerational accountof ABER, calling attention to how it has – over the last 30 years – forged its space in the academy and among researchers. The essays highlight the art, creativity, and scholarship of ABER as contributors engage storytelling, textual and visual inquiry and reflect on their ABER journeys. ABER Trajectories is the book I needed as a budding ABER scholar, and I am overjoyed to know it is in the world now, further cementing the legitimacy already known to and felt by the scholars who embrace it!</i>” — <b>Qiana Cutts</b>, PhD, Mississippi State University. Arts- Based Educational Research Chair, 2021-2023</div><div><br></div><div>“<i>This compelling anthology by three leading ABER scholars conveys the stories of 11 ABER dissertation awardees across 15 years, highlighting their career trajectory, professional and personal experiences, skillfully contextualized within the larger institutional academic culture. An absorbing and illuminating read!</i>” — <b>Liora Bresler</b>, Professor Emerita, University of Illinois, College of Education, School of Art and Design, School of Music & Professor II, Western Norway University of Applied Sciences<br></div><div><br></div><div>“<i>This timely collection edited by three giants in the field makes an important political contribution to ABER studies that is not to be underestimated. It shares the sparkling work of ABER doctoral awardees and by doing so foregrounds the emergent scholarship by some of the field’s now-expert researchers. The work shared by the awardees was created at a time before stable academic appointment, before tenure when career aspirations were perhaps fraught, but the freedom to create brave and exciting doctoral ABER work may never again be experienced in quite the same way. The work offers concrete hope and courage to fledgling academics regarding the necessary risks, creative agency and institutional support that are essential for successful ABER scholarship The rememberings of this collection offer hope andinspiration while simultaneously bolstering the impact of ABER studies, an undertaking that is still necessary in these fraught neoliberal times.</i>” — <b>Alexandra Lasczik</b>, Professor of Arts & Education, Faculty of Education, Southern Cross University, AU and Former Chair, AERA ABER SIG.<br></div><div><br></div><div>“<i>For many of us the reason we can see so far is not because we have stood on the shoulders of giants but because we have been uplifted by the wings of kindred spirits. This collection honors the legacy of many pioneers who took risks in advocating the arts as ways of knowing. We owe the authors, editors, and ABER community a debt of gratitude.</i>” — <b>Joe Norris</b>, Professor Emeritus, Brock University, Canada<br></div><div><br></div><div>“<i>Arts Based Educational Research provides an important contribution to the study of educational practices. Dr.s' Barbara Bickel, Rita L. Irwin and Richard Siegesmund have been leaders in ABER for decades, and have assembleda collection of award winning essays and arts based artifacts. Arts Based Research is a small yet powerful dimension of our field, and all researchers need to be familiar with the contribution of this body of work. While some of ABER scholarship can stand alone, much of our work can offer a much needed collaboration and enhancement to traditional educational research. I have been involved in ABER research for over 30 years, and this scholarship has not only been inspirational but also transformative. All scholars will find this collection filled with possibilities to enhance educational research.</i>” — <b>Dr. Patrick Slattery</b>, Professor and Associate Department Head, Texas A&M University, Former Chair of the ABER SIG</div>