Teaching as Wayfaring: Ethnographic Maps of Place and Art Teacher Induction

Nolte, Samantha Thomas

doi:10.17077/2326-7070.1480

Cited by 1 publication

(1 citation statement)

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“…These approaches embrace artistic methods and processes as legitimate forms of inquiry and knowledge production. A/R/Tographic examples include a project that engaged in transnational storytelling across historical and cultural routes of significance through walking and mapping in an Australian rainforest (Lasczik et al, 2022), a project that followed immigrant families’ experience of their communities and public spaces (Irwin et al, 2009), and a study centered on teacher mobility and embodiment, where participants portrayed their journey as mobile art teachers by creating maps of their routes (Nolte, 2014).…”

Section: Spatial Imaginaries and Research Methodsmentioning

confidence: 99%

Education policy is spatial policy: Using spatial imaginaries to enhance education policy research

Mann

Dudek

2023

Policy Futures in Education

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Education policy scholars must consider spatial theories and related methodologies. Spatial theories encourage rich understandings of education policy because education and place are intimately connected. This article shows how scholars can use spatial imaginaries to enhance knowledge of place and education policy. We explain these connections in three ways. First, we outline theoretical concepts and analytical considerations of spatial imaginaries. Second, we provide examples of lines of inquiry related to spatial imaginaries and education policy. Third, we consider methodological techniques. Education policy is spatial policy, so building theory and methods about place and education policy is vital to the field.

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Section: Spatial Imaginaries and Research Methodsmentioning

confidence: 99%