Skip to content
1981

The Change Lab: An Arts-Based Research Approach in Initial Teacher Education

image of The Change Lab: An Arts-Based Research Approach in Initial Teacher Education

This chapter discusses the innovative pedagogical approach to artistic research in teacher education carried out as part of the professional master's of education (PME) at the National College of Art and Design, Dublin.

Keywords: Art Education ; art teachers ; Artist teachers identity ; artistic research ; collaborative participatory research ; professional masters of education

Loading full text...

Full text loading...

The Change Lab: An Arts-Based Research Approach in Initial Teacher Education
Intellect , 333 (2025); https://doi.org/10.1386/9781835951286_21
/content/books/9781835951286.c20
/content/books/9781835951286.c20
Loading

Data & Media loading...

References

  1. Anderson, Laurie (2001), ‘Introduction to “Place” featuring Laurie Anderson: Art in the twenty-first century’, 1 September, https://art21.org/watch/art-in-the-twenty-first-century/s1/introduction-to-place-by-laurie-anderson/. Accessed 29 January 2023.
  2. Atkinson, Denis (2018), Art, Disobedience, and Ethics: The Adventure of Pedagogy, 1st ed., New York: Nature America Ltd.
     [Google Scholar]
  3. Balkin, Amy et al. (2012+), A People's Archive of Sinking and Melting, https://www.amybalkin.com/work-1/sinkingmelting. Accessed 19 September 2024.
  4. Barrett, Estelle and Bolt, Barbara (2010), Practice as Research: Approaches to Creative Arts Enquiry, New York: Pub. I.B Tauris and Co Ltd.
     [Google Scholar]
  5. Barrett, Sheena and O'Boyle, Emer (eds) (2015), ‘Welcome disturbances’, Parity Studios, UCD School of Science, http://www.dublincityartsoffice.ie/content/files/Welcome%20Disturbances%20e-pdf.pdf. Accessed 9 October 2024.
     [Google Scholar]
  6. Barone, Tom (2008), ‘How arts based research can change minds’, in M. Cahnmann-Taylor and R. Siegesmund (eds), Arts-Based Research in Education: Foundations for Practice, New York: Routledge, pp. 28–49.
     [Google Scholar]
  7. Barone, Tom and Eisner, Elliot W. (2012), Arts Based Research, Los Angeles, CA: Sage.
     [Google Scholar]
  8. Bateson, G. (1978), Steps to an Ecology of Mind: A Revolutionary Approach to Man's Understanding of Himself, New York: Ballantine Books.
     [Google Scholar]
  9. Burk, Christopher (2019), Flooded Landscape Series, https://www.christopherburk.com/new-works. Accessed 19 September 2024.
     [Google Scholar]
  10. CÉIM (2020), ‘Standards for initial teacher education: The Teaching Council’, https://www.teachingcouncil.ie/professional-learning/initial-teacher-education/. Accessed 19 September 2024.
  11. Criado Perez, Caroline (2019), Invisible Women: Exposing Data Bias in a World Designed for Men, London; Vintage.
     [Google Scholar]
  12. Coghlan, David and Brannick, Teresa (2014), Doing Action Research in Your Own Organization, 3rd ed., London: Sage.
     [Google Scholar]
  13. Davies, Bronwyn (2018), ‘Ethics and the new materialism: A brief genealogy of the “post” philosophies in the social sciences’, Discourse: Studies in the Cultural Politics of Education, 39:1, pp. 113–27, https://doi.org/10.1080/01596306.2016.1234682.350
     [Google Scholar]
  14. Deleuze, Gilles (1988), Spinoza: Practical Philosophy (trans. R. Hurley), San Francisco, CA: City Lights Books.
     [Google Scholar]
  15. Dixon, Mary and Senior, Kim (2009), ‘Traversing theory and transgressing academic discourses: Arts-based research in teacher education’, International Journal of Education and the Arts, 10:24, http://www.ijea.org/v10n24/. Accessed 22 September 2023.
     [Google Scholar]
  16. Eisner, Elliot, W. (2002), The Arts and Creation of Mind, New Haven, CT: Yale University Press.
     [Google Scholar]
  17. Eisner, Elliot W. (2006), ‘Does arts-based research have a future?’ Studies in Art Education, 48:1, pp. 9–18.
     [Google Scholar]
  18. Eisner, Elliot W. (2008), ‘Persistent tensions in arts-based research’, in M. Cahnmann-Taylor and R. Siegesmund (eds), Arts-Based Research in Education: Foundations for Practice, New York: Routledge, pp. 16–27.
     [Google Scholar]
  19. Fleet, Alma, Patterson, Catherine and Robertson, Jessie (eds) (2017), Pedagogical Documentation in Early Years Practice: Seeing through Multiple Perspectives, 1st ed., Thousand Oaks, CA: Sage Publications.
     [Google Scholar]
  20. Gandini, Lella (ed.) (2005), In the Spirit of the Studio: Learning from the Atelier of Reggio Emilia, New York: Teachers College Press (Early Childhood Education Series).
     [Google Scholar]
  21. Granville, Gary (2013), ‘Professional Masters of Art and Design Education – PME (Art and Design)’, course document: Pro-forma submission to the Teaching Council, Dublin: NCAD.
     [Google Scholar]
  22. Groener, Anita (2019), ‘The past is a foreign country’, The Dock – Carrick on Shannon, 19 January–9 March, https://visualartistsireland.com/anita-groener-the-past-is-a-foreign-country#:~:text=The%20title%2C%20'The%20Past%20Is,identifying%20and%20portraying%20individual%20experiences. Accessed 7 September 2023.
  23. Halton, Mary (2018), ‘Climate change “impacts women more than men”’, https://www.bbc.com/news/science-environment-43294221. Accessed 18 September 2023.
     [Google Scholar]
  24. Hetland, Lois, Winner, Ellen, Veenema, Shirley and Sheridan, Kimberly M. (2007), Studio Thinking: The Real Benefits of Visual Arts Education, New York: Teachers' College Press.
     [Google Scholar]
  25. Hickey-Moody, Anna (2013), Youth, Arts and Education: Reassembling Subjectivity through Affect, London/New York: Routledge.
     [Google Scholar]
  26. Hickey-Moody, Anna, Cutter-Mackenzie-Knowles, Amy and Rousell, David (2021), ‘Children's carbon cultures’, Cultural Studies↔ ↔ Critical Methodologies, 21:3, pp. 214–24, https://doi.org/10.1177/1532708621997582.
     [Google Scholar]
  27. Hickey-Moody, Anna and Page, Tara (eds) (2015), Arts, Pedagogy and Cultural Resistance: New Materialisms, London: Rowman and Littlefield International.
     [Google Scholar]
  28. Hill, Lucy (2021), ‘Proposing an ethico-aesthetic paradigm for Irish early childhood art education research’, Ph.D. thesis, Dublin: NCAD.
     [Google Scholar]
  29. Holmes, Rachel and Jones, Liz (2016), ‘Flickering, spilling and diffusing body/knowledge in the posthuman early years’, in C. A. Taylor and C. Hughes (eds), Posthuman Research Practices in Education, London: Palgrave Macmillan, pp. 108–27.351
     [Google Scholar]
  30. Ingold, Tim (2016), ‘From science to art and back again: The pendulum of an anthropologist’, Anuac, 5:1, July, pp. 5–23.
     [Google Scholar]
  31. Irwin, Rita L. (2013), ‘Becoming A/r/tography’, Studies in Art Education, 54:3, pp. 198–215, https://doi.org/10.1080/00393541.2013.11518894.
     [Google Scholar]
  32. Jackson, Alicia Youngblood and Mazzei, Lisa A. (2012), Thinking with Theory in Qualitative Research: Viewing Data across Multiple Perspectives, 1st ed., Abingdon and New York: Routledge.
     [Google Scholar]
  33. Jordan, Dervil (2015), ‘The dual identity of the artist teacher: What does teaching do to the artist teacher in a contemporary educational context’, Ph.D. thesis, Dublin: Dublin City University.
     [Google Scholar]
  34. Kind, Sylvia and Argent, Adrienne (2017), ‘Using video in pedagogical documentation: Interpretive and poetic possibilities’, in A. Fleet, C. Patterson and J. Robertson (eds), Pedagogical Documentation in Early Years Practice: Seeing through Multiple Perspectives, 1st ed., Thousand Oaks, CA: Sage Publications, pp. 85–97.
     [Google Scholar]
  35. King, Fiona and Murphy, Tony (2017), The Change Lab, Dublin: NCAD Gallery, https://thechangelab.ie/. Accesssed September 2024.
     [Google Scholar]
  36. Lasczik, Alexandra, Rousell, David and Cutter-Mackenzie-Knowles, Amy (2021), ‘Walking as a radical and critical art of inquiry: Embodiment, place and entanglement’, International Journal of Education Through Art, 17:1, pp. 3–11, https://doi.org/10.1386/eta_00047_2.
     [Google Scholar]
  37. Law, John (2004), After Method: Mess in Social Science Research, London and New York: Routledge.
     [Google Scholar]
  38. Leavy, Patricia (2017), Research Design: Quantitative, Qualitative, Mixed Methods, Arts-Based, and Community-Based Participatory Research Approaches, New York: Guilford Press.
     [Google Scholar]
  39. Lester, Stuart (2020), Everyday Playfulness: A New Approach to Children's Play and Adult Responses to It, London and Philadelphia, PA: Jessica Kingsley Publishers.
     [Google Scholar]
  40. Loveless, Natalie (2019), How to Make Art at the End of the World: A Manifesto for Research-Creation, Durham, NC: Duke University Press.
     [Google Scholar]
  41. MacRae, Christina (2020), ‘Tactful hands and vibrant mattering in the sand tray’, Journal of Early Childhood Literacy, 20:1, pp. 90–110, https://doi.org/10.1177/1468798420901858.
     [Google Scholar]
  42. Manning, Erin (2016), The Minor Gesture, Durham, NC: Duke University Press.
     [Google Scholar]
  43. Manning, Erin (2018), ‘“Me lo dijo un pajarito”: Neurodiversity, Black life, and the university as we know it’, Social Text, 36:3, p. 136, Duke University Press.
     [Google Scholar]
  44. McNiff, Shaun (2009), Arts-Based Research, London and Philadelphia, PA: Jessica Kingsley Publishers.
     [Google Scholar]
  45. Mitchelmore, Sualln and Fleet, Alma (2017), ‘The worlds of the very young: Seeing the everyday in small pieces’, in A. Fleet, C. Patterson and J. Robertson (eds), Pedagogical Documentation in Early Years Practice: Seeing through Multiple Perspectives, 1st ed., Thousand Oaks, CA: Sage Publications, pp. 61–72.352
     [Google Scholar]
  46. National Gallery of Ireland (NGI) (2020), ‘Moment in time: A legacy of photographs | Works from the Bank of America Collection’, https://www.nationalgallery.ie/art-and-artists/exhibitions/past-exhibitions/moment-time-legacy-photographs-works-bank-america. Accessed 19 September 2024.
  47. NCCA (2018), ‘Leaving certificate art specification’, https://www.curriculumonline.ie/Senior-cycle/Senior-Cycle-Subjects/Art/. Accessed 19 September 2024.
     [Google Scholar]
  48. Nolan, Collette (2012), Extimacy: Revealing the Hidden Embodied Gestures of Child's Play through Video Art Installation, Dublin: National College of Art and Design.
     [Google Scholar]
  49. O'Donoghue, Dónal (2009), ‘Are we asking the wrong questions in arts-based research?’ Studies in Art Education, 50:4, pp. 352–68, https://doi.org/10.1080/00393541.2009.11518781.
     [Google Scholar]
  50. O'Donoghue, Dónal (2012), ‘Questions that never get asked about Irish Art Education Curriculum Theory and Practice’, in G. Granville (ed.), Art Education in Contemporary Culture: Irish Experiences and International Perspectives, Bristol: Intellect, pp. 129–49.
     [Google Scholar]
  51. Osgood, J. (2019) ‘“You can't separate it from anything”: Glitter's doings as materialized figurations of childhood (and) art’, in Postdevelopmental Approaches to Childhood Art, London: Bloomsbury Academic, pp. 111–36.
     [Google Scholar]
  52. Olsson, Liselott Mariett (2009), Movement and Experimentation in Young Children's Learning: Deleuze and Guattari in Early Childhood Education, London and New York: Routledge.
     [Google Scholar]
  53. Olsson, Liselott Mariett (2013), ‘Taking children's questions seriously: The need for creative thought’, Global Studies of Childhood, 3:3, pp. 230–53, https://doi.org/10.2304/gsch.2013.3.3.230.
     [Google Scholar]
  54. Pacini-Ketchabaw, Veronica, Clark, Vanessa and Hodgins, B. Denise (2014), ‘Thinking with paint: Troubling settler colonialisms through early childhood art pedagogies’, International Journal of Child, Youth and Family Studies, 5:4.2, pp. 751–81.
     [Google Scholar]
  55. Pasmore William A. (2014), ‘Doing action research in your own organization’, in D. Coghlan and T. Brannick (eds), Research in Organizational Change and Development, vol. 19, Bingley: Emerald Group Publishing Limited, p. ii, https://doi.org/10.1108/S0897-3016(2011)0000019014.
     [Google Scholar]
  56. Pasmore, William A. (2011), ‘Tipping the balance: Overcoming persistent problems in organizational change’, in A. B. (Rami) Shani, R. W. Woodman and W. A. Pasmore (eds), Research in Organizational Change and Development, vol. 19, Leeds: Emerald Group Publishing Limited, pp. 259–92, https://doi.org/10.1108/S0897-3016(2011)0000019011.
     [Google Scholar]
  57. Parikh, Jyoti (2007), Gender and Climate Change Framework for Analysis, Policy and Action, New York: United Nations Development Programme (UNDP), https://archive.nyu.edu/handle/2451/34216. Accessed 19 September 2024.
     [Google Scholar]
  58. Perkins, Patricia E. (2017), ‘Climate justice, gender and intersectionality,’ in T. Jafry, Routledge Handbook of Climate Justice, London: Routledge, pp. 349–58.
     [Google Scholar]
  59. Rinaldi, Carlina (2006), In Dialogue with Reggio Emilia: Listening, Researching and Learning, London: Routledge.353
     [Google Scholar]
  60. Schön Donald, A. (1983), The Reflective Practitioner: How Professionals Think in Action, New York: Basic Books.
     [Google Scholar]
  61. Schulte, Christopher M. (ed.) (2019), Ethics and Research with Young Children: New Perspectives, London: Bloomsbury.
     [Google Scholar]
  62. Snaza, Nathan, Appelbaum, Peter, Bayne, Siân, Carlson, Dennis, Morris, Marla, Rotas, Nikki, Sandlin, Jennifer, Wallin, Jason and Weaver, John A. (2014), ‘Toward a posthumanist Education’, Journal of Curriculum Theorizing, 30:2, p. 39.
     [Google Scholar]
  63. Springay, Stephanie and Truman, Sarah E. (2018), Walking Methodologies in a More-than-Human World: Walkinglab, London and New York: Routledge.
     [Google Scholar]
  64. Sustainable Development Goals (2015), https://unfoundation.org/what-we-do/issues/sustainabledevelopmentgoals/?gclid=Cj0KCQjw5auGBhDEARIsAFyNm9EczU2_Rk2fUlt0f3It6qOsskkRKsr3FHQTrEj7s4oDnG1DQU5BfCgaAmKbEALw_wcB. Accessed 22 September 2023.
  65. Trafí-Prats, Laura (2019), ‘Thinking childhood art with care in an ecology of practices’, in J. Osgood and M. Sakr (eds), Postdevelopmental Approaches to Childhood Art, London: Bloomsbury Academic, pp. 191–209.
     [Google Scholar]
  66. Trafí-Prats, Laura and Caton, Lucy (2020), ‘Towards an ethico-aesthetic of parenting: Sensing ritornellos of play with GoPro Data’, Genealogy, 4:2, p. 34, https://doi.org/10.3390/genealogy4020034.
     [Google Scholar]
  67. Yunkaporta, Tyson (2009), ‘Aboriginal pedagogies at the cultural interface’, Ph.D. thesis, Queensland: James Cook University, http://eprints.jcu.edu.au/10974. Accessed 10 October 2022.
     [Google Scholar]
  68. Wenger, Etienne (2004), Communities of Practice: Learning, Meaning, and Identity (Learning in Doing: Social, Cognitive and Computational Perspectives), Cambridge: Cambridge University Press.
     [Google Scholar]

References

  1. Anderson, Laurie (2001), ‘Introduction to “Place” featuring Laurie Anderson: Art in the twenty-first century’, 1 September, https://art21.org/watch/art-in-the-twenty-first-century/s1/introduction-to-place-by-laurie-anderson/. Accessed 29 January 2023.
  2. Atkinson, Denis (2018), Art, Disobedience, and Ethics: The Adventure of Pedagogy, 1st ed., New York: Nature America Ltd.
     [Google Scholar]
  3. Balkin, Amy et al. (2012+), A People's Archive of Sinking and Melting, https://www.amybalkin.com/work-1/sinkingmelting. Accessed 19 September 2024.
  4. Barrett, Estelle and Bolt, Barbara (2010), Practice as Research: Approaches to Creative Arts Enquiry, New York: Pub. I.B Tauris and Co Ltd.
     [Google Scholar]
  5. Barrett, Sheena and O'Boyle, Emer (eds) (2015), ‘Welcome disturbances’, Parity Studios, UCD School of Science, http://www.dublincityartsoffice.ie/content/files/Welcome%20Disturbances%20e-pdf.pdf. Accessed 9 October 2024.
     [Google Scholar]
  6. Barone, Tom (2008), ‘How arts based research can change minds’, in M. Cahnmann-Taylor and R. Siegesmund (eds), Arts-Based Research in Education: Foundations for Practice, New York: Routledge, pp. 28–49.
     [Google Scholar]
  7. Barone, Tom and Eisner, Elliot W. (2012), Arts Based Research, Los Angeles, CA: Sage.
     [Google Scholar]
  8. Bateson, G. (1978), Steps to an Ecology of Mind: A Revolutionary Approach to Man's Understanding of Himself, New York: Ballantine Books.
     [Google Scholar]
  9. Burk, Christopher (2019), Flooded Landscape Series, https://www.christopherburk.com/new-works. Accessed 19 September 2024.
     [Google Scholar]
  10. CÉIM (2020), ‘Standards for initial teacher education: The Teaching Council’, https://www.teachingcouncil.ie/professional-learning/initial-teacher-education/. Accessed 19 September 2024.
  11. Criado Perez, Caroline (2019), Invisible Women: Exposing Data Bias in a World Designed for Men, London; Vintage.
     [Google Scholar]
  12. Coghlan, David and Brannick, Teresa (2014), Doing Action Research in Your Own Organization, 3rd ed., London: Sage.
     [Google Scholar]
  13. Davies, Bronwyn (2018), ‘Ethics and the new materialism: A brief genealogy of the “post” philosophies in the social sciences’, Discourse: Studies in the Cultural Politics of Education, 39:1, pp. 113–27, https://doi.org/10.1080/01596306.2016.1234682.350
     [Google Scholar]
  14. Deleuze, Gilles (1988), Spinoza: Practical Philosophy (trans. R. Hurley), San Francisco, CA: City Lights Books.
     [Google Scholar]
  15. Dixon, Mary and Senior, Kim (2009), ‘Traversing theory and transgressing academic discourses: Arts-based research in teacher education’, International Journal of Education and the Arts, 10:24, http://www.ijea.org/v10n24/. Accessed 22 September 2023.
     [Google Scholar]
  16. Eisner, Elliot, W. (2002), The Arts and Creation of Mind, New Haven, CT: Yale University Press.
     [Google Scholar]
  17. Eisner, Elliot W. (2006), ‘Does arts-based research have a future?’ Studies in Art Education, 48:1, pp. 9–18.
     [Google Scholar]
  18. Eisner, Elliot W. (2008), ‘Persistent tensions in arts-based research’, in M. Cahnmann-Taylor and R. Siegesmund (eds), Arts-Based Research in Education: Foundations for Practice, New York: Routledge, pp. 16–27.
     [Google Scholar]
  19. Fleet, Alma, Patterson, Catherine and Robertson, Jessie (eds) (2017), Pedagogical Documentation in Early Years Practice: Seeing through Multiple Perspectives, 1st ed., Thousand Oaks, CA: Sage Publications.
     [Google Scholar]
  20. Gandini, Lella (ed.) (2005), In the Spirit of the Studio: Learning from the Atelier of Reggio Emilia, New York: Teachers College Press (Early Childhood Education Series).
     [Google Scholar]
  21. Granville, Gary (2013), ‘Professional Masters of Art and Design Education – PME (Art and Design)’, course document: Pro-forma submission to the Teaching Council, Dublin: NCAD.
     [Google Scholar]
  22. Groener, Anita (2019), ‘The past is a foreign country’, The Dock – Carrick on Shannon, 19 January–9 March, https://visualartistsireland.com/anita-groener-the-past-is-a-foreign-country#:~:text=The%20title%2C%20'The%20Past%20Is,identifying%20and%20portraying%20individual%20experiences. Accessed 7 September 2023.
  23. Halton, Mary (2018), ‘Climate change “impacts women more than men”’, https://www.bbc.com/news/science-environment-43294221. Accessed 18 September 2023.
     [Google Scholar]
  24. Hetland, Lois, Winner, Ellen, Veenema, Shirley and Sheridan, Kimberly M. (2007), Studio Thinking: The Real Benefits of Visual Arts Education, New York: Teachers' College Press.
     [Google Scholar]
  25. Hickey-Moody, Anna (2013), Youth, Arts and Education: Reassembling Subjectivity through Affect, London/New York: Routledge.
     [Google Scholar]
  26. Hickey-Moody, Anna, Cutter-Mackenzie-Knowles, Amy and Rousell, David (2021), ‘Children's carbon cultures’, Cultural Studies↔ ↔ Critical Methodologies, 21:3, pp. 214–24, https://doi.org/10.1177/1532708621997582.
     [Google Scholar]
  27. Hickey-Moody, Anna and Page, Tara (eds) (2015), Arts, Pedagogy and Cultural Resistance: New Materialisms, London: Rowman and Littlefield International.
     [Google Scholar]
  28. Hill, Lucy (2021), ‘Proposing an ethico-aesthetic paradigm for Irish early childhood art education research’, Ph.D. thesis, Dublin: NCAD.
     [Google Scholar]
  29. Holmes, Rachel and Jones, Liz (2016), ‘Flickering, spilling and diffusing body/knowledge in the posthuman early years’, in C. A. Taylor and C. Hughes (eds), Posthuman Research Practices in Education, London: Palgrave Macmillan, pp. 108–27.351
     [Google Scholar]
  30. Ingold, Tim (2016), ‘From science to art and back again: The pendulum of an anthropologist’, Anuac, 5:1, July, pp. 5–23.
     [Google Scholar]
  31. Irwin, Rita L. (2013), ‘Becoming A/r/tography’, Studies in Art Education, 54:3, pp. 198–215, https://doi.org/10.1080/00393541.2013.11518894.
     [Google Scholar]
  32. Jackson, Alicia Youngblood and Mazzei, Lisa A. (2012), Thinking with Theory in Qualitative Research: Viewing Data across Multiple Perspectives, 1st ed., Abingdon and New York: Routledge.
     [Google Scholar]
  33. Jordan, Dervil (2015), ‘The dual identity of the artist teacher: What does teaching do to the artist teacher in a contemporary educational context’, Ph.D. thesis, Dublin: Dublin City University.
     [Google Scholar]
  34. Kind, Sylvia and Argent, Adrienne (2017), ‘Using video in pedagogical documentation: Interpretive and poetic possibilities’, in A. Fleet, C. Patterson and J. Robertson (eds), Pedagogical Documentation in Early Years Practice: Seeing through Multiple Perspectives, 1st ed., Thousand Oaks, CA: Sage Publications, pp. 85–97.
     [Google Scholar]
  35. King, Fiona and Murphy, Tony (2017), The Change Lab, Dublin: NCAD Gallery, https://thechangelab.ie/. Accesssed September 2024.
     [Google Scholar]
  36. Lasczik, Alexandra, Rousell, David and Cutter-Mackenzie-Knowles, Amy (2021), ‘Walking as a radical and critical art of inquiry: Embodiment, place and entanglement’, International Journal of Education Through Art, 17:1, pp. 3–11, https://doi.org/10.1386/eta_00047_2.
     [Google Scholar]
  37. Law, John (2004), After Method: Mess in Social Science Research, London and New York: Routledge.
     [Google Scholar]
  38. Leavy, Patricia (2017), Research Design: Quantitative, Qualitative, Mixed Methods, Arts-Based, and Community-Based Participatory Research Approaches, New York: Guilford Press.
     [Google Scholar]
  39. Lester, Stuart (2020), Everyday Playfulness: A New Approach to Children's Play and Adult Responses to It, London and Philadelphia, PA: Jessica Kingsley Publishers.
     [Google Scholar]
  40. Loveless, Natalie (2019), How to Make Art at the End of the World: A Manifesto for Research-Creation, Durham, NC: Duke University Press.
     [Google Scholar]
  41. MacRae, Christina (2020), ‘Tactful hands and vibrant mattering in the sand tray’, Journal of Early Childhood Literacy, 20:1, pp. 90–110, https://doi.org/10.1177/1468798420901858.
     [Google Scholar]
  42. Manning, Erin (2016), The Minor Gesture, Durham, NC: Duke University Press.
     [Google Scholar]
  43. Manning, Erin (2018), ‘“Me lo dijo un pajarito”: Neurodiversity, Black life, and the university as we know it’, Social Text, 36:3, p. 136, Duke University Press.
     [Google Scholar]
  44. McNiff, Shaun (2009), Arts-Based Research, London and Philadelphia, PA: Jessica Kingsley Publishers.
     [Google Scholar]
  45. Mitchelmore, Sualln and Fleet, Alma (2017), ‘The worlds of the very young: Seeing the everyday in small pieces’, in A. Fleet, C. Patterson and J. Robertson (eds), Pedagogical Documentation in Early Years Practice: Seeing through Multiple Perspectives, 1st ed., Thousand Oaks, CA: Sage Publications, pp. 61–72.352
     [Google Scholar]
  46. National Gallery of Ireland (NGI) (2020), ‘Moment in time: A legacy of photographs | Works from the Bank of America Collection’, https://www.nationalgallery.ie/art-and-artists/exhibitions/past-exhibitions/moment-time-legacy-photographs-works-bank-america. Accessed 19 September 2024.
  47. NCCA (2018), ‘Leaving certificate art specification’, https://www.curriculumonline.ie/Senior-cycle/Senior-Cycle-Subjects/Art/. Accessed 19 September 2024.
     [Google Scholar]
  48. Nolan, Collette (2012), Extimacy: Revealing the Hidden Embodied Gestures of Child's Play through Video Art Installation, Dublin: National College of Art and Design.
     [Google Scholar]
  49. O'Donoghue, Dónal (2009), ‘Are we asking the wrong questions in arts-based research?’ Studies in Art Education, 50:4, pp. 352–68, https://doi.org/10.1080/00393541.2009.11518781.
     [Google Scholar]
  50. O'Donoghue, Dónal (2012), ‘Questions that never get asked about Irish Art Education Curriculum Theory and Practice’, in G. Granville (ed.), Art Education in Contemporary Culture: Irish Experiences and International Perspectives, Bristol: Intellect, pp. 129–49.
     [Google Scholar]
  51. Osgood, J. (2019) ‘“You can't separate it from anything”: Glitter's doings as materialized figurations of childhood (and) art’, in Postdevelopmental Approaches to Childhood Art, London: Bloomsbury Academic, pp. 111–36.
     [Google Scholar]
  52. Olsson, Liselott Mariett (2009), Movement and Experimentation in Young Children's Learning: Deleuze and Guattari in Early Childhood Education, London and New York: Routledge.
     [Google Scholar]
  53. Olsson, Liselott Mariett (2013), ‘Taking children's questions seriously: The need for creative thought’, Global Studies of Childhood, 3:3, pp. 230–53, https://doi.org/10.2304/gsch.2013.3.3.230.
     [Google Scholar]
  54. Pacini-Ketchabaw, Veronica, Clark, Vanessa and Hodgins, B. Denise (2014), ‘Thinking with paint: Troubling settler colonialisms through early childhood art pedagogies’, International Journal of Child, Youth and Family Studies, 5:4.2, pp. 751–81.
     [Google Scholar]
  55. Pasmore William A. (2014), ‘Doing action research in your own organization’, in D. Coghlan and T. Brannick (eds), Research in Organizational Change and Development, vol. 19, Bingley: Emerald Group Publishing Limited, p. ii, https://doi.org/10.1108/S0897-3016(2011)0000019014.
     [Google Scholar]
  56. Pasmore, William A. (2011), ‘Tipping the balance: Overcoming persistent problems in organizational change’, in A. B. (Rami) Shani, R. W. Woodman and W. A. Pasmore (eds), Research in Organizational Change and Development, vol. 19, Leeds: Emerald Group Publishing Limited, pp. 259–92, https://doi.org/10.1108/S0897-3016(2011)0000019011.
     [Google Scholar]
  57. Parikh, Jyoti (2007), Gender and Climate Change Framework for Analysis, Policy and Action, New York: United Nations Development Programme (UNDP), https://archive.nyu.edu/handle/2451/34216. Accessed 19 September 2024.
     [Google Scholar]
  58. Perkins, Patricia E. (2017), ‘Climate justice, gender and intersectionality,’ in T. Jafry, Routledge Handbook of Climate Justice, London: Routledge, pp. 349–58.
     [Google Scholar]
  59. Rinaldi, Carlina (2006), In Dialogue with Reggio Emilia: Listening, Researching and Learning, London: Routledge.353
     [Google Scholar]
  60. Schön Donald, A. (1983), The Reflective Practitioner: How Professionals Think in Action, New York: Basic Books.
     [Google Scholar]
  61. Schulte, Christopher M. (ed.) (2019), Ethics and Research with Young Children: New Perspectives, London: Bloomsbury.
     [Google Scholar]
  62. Snaza, Nathan, Appelbaum, Peter, Bayne, Siân, Carlson, Dennis, Morris, Marla, Rotas, Nikki, Sandlin, Jennifer, Wallin, Jason and Weaver, John A. (2014), ‘Toward a posthumanist Education’, Journal of Curriculum Theorizing, 30:2, p. 39.
     [Google Scholar]
  63. Springay, Stephanie and Truman, Sarah E. (2018), Walking Methodologies in a More-than-Human World: Walkinglab, London and New York: Routledge.
     [Google Scholar]
  64. Sustainable Development Goals (2015), https://unfoundation.org/what-we-do/issues/sustainabledevelopmentgoals/?gclid=Cj0KCQjw5auGBhDEARIsAFyNm9EczU2_Rk2fUlt0f3It6qOsskkRKsr3FHQTrEj7s4oDnG1DQU5BfCgaAmKbEALw_wcB. Accessed 22 September 2023.
  65. Trafí-Prats, Laura (2019), ‘Thinking childhood art with care in an ecology of practices’, in J. Osgood and M. Sakr (eds), Postdevelopmental Approaches to Childhood Art, London: Bloomsbury Academic, pp. 191–209.
     [Google Scholar]
  66. Trafí-Prats, Laura and Caton, Lucy (2020), ‘Towards an ethico-aesthetic of parenting: Sensing ritornellos of play with GoPro Data’, Genealogy, 4:2, p. 34, https://doi.org/10.3390/genealogy4020034.
     [Google Scholar]
  67. Yunkaporta, Tyson (2009), ‘Aboriginal pedagogies at the cultural interface’, Ph.D. thesis, Queensland: James Cook University, http://eprints.jcu.edu.au/10974. Accessed 10 October 2022.
     [Google Scholar]
  68. Wenger, Etienne (2004), Communities of Practice: Learning, Meaning, and Identity (Learning in Doing: Social, Cognitive and Computational Perspectives), Cambridge: Cambridge University Press.
     [Google Scholar]

  • From This Site

    /content/books/9781835951286.c20
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
/content/books/9781835951286.c20
dcterms_title,dcterms_subject,pub_keyword
-contentType:Contributor -contentType:Concept -contentType:Institution
10
5
Chapter
content/books/9781835951286
Book
false
en
Loading
This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error
Please enter a valid_number test