Rethinking Visual Arts–Based Methods of Knowledge Generation and Exchange in and beyond the Pandemic

Abstract

This inaugural special issue of ‘Beyond the Text’ brings together a collection of visual arts (animation, creative and fine art, film, photographs, and zines) produced by children, young people, families, artists, and academics as part of co-created research during the 2020–2021 coronavirus pandemic. Our aim, in making these pieces available in this new publication format, is to illustrate the potential of visual arts as a form of co-creation and knowledge exchange which can transcend the challenges of researching ‘at a distance’, enable participants and co-researchers to share their stories, and support different ways of knowing for academic, policy, and public audiences. This is not to suggest that such methods offer transparent windows into participants’ worlds. As the reflections from the contributing authors consider, visual arts outputs leave room for audience interpretations, making them vulnerable to alternative readings, generating challenges and opportunities about how much it is possible to know about another and what is ethical to share. It is to these issues of ethics, representation, and voice that this special issue attends, reflecting on the possibilities of arts-based approaches for knowledge generation and exchange in and beyond the coronavirus pandemic.

Towards attentive, playful arts-based methodology with children

“…In this aim, our paper seeks to contribute to a body of methodological literature which addresses processes of knowledge generation and exchange during the pandemic (e.g. Anas et al, 2022;Cuevas-Parra and Stephano, 2020;Dodds and Hess, 2021;Spray et al, 2022;Lomax, Smith and Percy-Smith, 2022) as well as speaking to enduring epistemological and ontological concerns about the nature of children's participation and voice (Mazzei and Jackson, 2012;McLaughlin and Coleman-Fountain, 2019;Spyrou, 2016Spyrou, , 2019. In so doing, our paper extends our previous work, in which we reflect on, respectively, how we created online asynchronous spaces for children to narrate their experiences during the first phase of the pandemic and lockdowns (Lomax et al, 2021) and how we co-created arts-based resources with children to share their messages with other children and adults during early 2021 when many children returned to school and resumed some elements of their pre-pandemic lives .…”