Arts in transformative learning: an arts-based duoethnography

Chien, Ting Fang; Yang, Hsiu-Chun

doi:10.1080/14623943.2019.1651714

Cited by 4 publications

(3 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In (language) education, the literature offers recent examples of authors utilising duoethnography to understand complex aspects such as student-teachers' trajectories in pre-service teacher education (Breault, 2017), teacher educators' understanding of professionalism (Sebok & Woods, 2016), nativespeakerism (Lowe & Kiczkowiak, 2016), reflective practice through art (Chien & Yang, 2019), teacher identity (Lawrence & Nagashima, 2020), English language reflective teacher education (Smart & Cook, 2020), teaching English as an international language (Rose & Montakantiwong, 2018), and content and language integrated learning (Banegas & del Pozo Beamud, 2020). These authors concur that duoethnography helps represent in-depth reflexivity and understand identity in interaction (Vygotsky, 1978) because new knowledge emerges as a result of an intentional conversation between two individuals who juxtapose their lived histories to create a richer third space.…”

Section: Methodsmentioning

confidence: 99%

Critical language teacher education: A duoethnography of teacher educators’ identities and agency

Banegas

Gerlach

2021

System

View full text Add to dashboard Cite

Section: Methodsmentioning

confidence: 99%

Critical language teacher education: A duoethnography of teacher educators’ identities and agency

Banegas

Gerlach

2021

System

View full text Add to dashboard Cite

“…In a constantly evolving technosocial landscape, we need a research approach that 'does not look at the world and people as independent and separate units as traditional research does, but as an interconnected ecosystem' (Camargo- Borges and McNamee 2022: 14). Slow writing involves engaging in 'contemplative interactions' with machine-produced AI performances (Sirisathitkul 2023) while inviting readers (of the postdigital duoethnography) to join the conversation (Chien and Yang 2019). According to Sirisathitkul (2023), in such contemplative interactions, users should prefer questions over commands and discuss one topic at a time, employing follow-up questions, all in a slow-paced manner.…”

Section: Postdigital Duoethnographymentioning

confidence: 99%

Postdigital Duoethnography: An Inquiry into Human-Artificial Intelligence Synergies

Brailas

2024

Postdigit Sci Educ

View full text Add to dashboard Cite

In this article, I explore the evolving affordances of artificial intelligence technologies. Through an evocative dialogue with ChatGPT, a form of a postdigital duoethnography between a human and an artificial intelligence algorithm, I discuss issues of knowledge production, research methods, epistemology, creativity, entropy, and self-organization. By reflecting on my own lived experience during this dialogue, I explore how human-artificial intelligence synergies can facilitate new insights and amplify human creative potential. As human-artificial intelligence entanglements activate multiple possibilities, I emphasize how understanding the impact of technology on individuals and communities becomes a critical challenge. In an era where the postdigital becomes the dominant narrative of science and education, the human mind will never be the same again. However, it is not given how human beings and artificial intelligence technologies are going to coevolve as parts of a complex postdigital confluence. Although I make no specific prediction of the future, I make the call for a relationship between humans and technology, informed by complex living systems epistemology, that will promote a more empowering postdigital narrative for individuals and communities. To this direction, this article introduces a methodological framework for the practice of postdigital duoethnography.

show abstract

“…We were drawn to arts-based methods as a tool to help nurses enhance flexibility in their thinking and to find creative approaches to eliminate and mitigate the health effects of racism (Griffith & Semlow, 2020). The result is ideally a transformative learning process (Chien & Yang, 2019). Arts have historically been key in the struggle to achieve equity, prominently in the United States, but also across the globe (Griffith & Semlow, 2020).…”

Section: Art-based Anti-racist Action In Nursingmentioning

confidence: 99%

Hearing Our Voices: A Descriptive Process of Using Film for Anti-racist Action in Nursing

Danda

Pitcher

Key³

2022

CJCND

View full text Add to dashboard Cite

Racism in healthcare is real and it impacts nurses in ways that permeate the culture of healthcare. In the context of increasing social discourse about racism in healthcare, a group of nurses in British Columbia, Canada, felt a moral obligation to expose the social injustice of the systemic racism they had witnessed or experienced. They used film, an arts-based medium, as an innovative tool with the potential to reach an array of viewers, for this nurse activist project in anti-racist action. The creative process allowed for a racially diverse group of nurses to engage in meaningful dialogue about racism in healthcare. The purpose of this descriptive methodological article is to describe how a creative team of novice nurse filmmakers used the nursing process as a framework to carry this project from concept to execution. The stages described include the rationale for developing the film, the process of utilizing this as a means of nurse activism, and the value of using film as a strategy for social activism. Film was used to engage nurses and nursing students in anti-racist work that critically challenges the structural racism embedded in healthcare. We request that all readers view our film in conjunction with reading this article to best grasp how this article and the film complement one another because the film and article are intended to co-exist and not to exist in isolation from one another.

show abstract

Arts in transformative learning: an arts-based duoethnography

Cited by 4 publications

References 7 publications

Critical language teacher education: A duoethnography of teacher educators’ identities and agency

Critical language teacher education: A duoethnography of teacher educators’ identities and agency

Postdigital Duoethnography: An Inquiry into Human-Artificial Intelligence Synergies

Hearing Our Voices: A Descriptive Process of Using Film for Anti-racist Action in Nursing

Contact Info

Product

Resources

About