The Appreciative Pedagogy of Palliative Care: Arts-Based or Evidence-Based?

Lander, Dorothy A.; Graham‐Pole, John

doi:10.21977/d92110075

Cited by 7 publications

(4 citation statements)

References 10 publications

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“…We refrain from defining love medicine further, except to say that, like deep, intimate relationship, you know it when you experience it; like all art it is better shown than told, so the data for this qualitative study take the form of exemplars. As self-study researchers (Lander & Graham-Pole, 2006), we analyze our personal lived experience of giving and receiving love medicine in EOL settings. We resist any mind-body-spirit split by 'writing in' our bodies (see Ellingson, 2006)-our positioning, to use Chiseri-Strater and Stone Sunstein's terms: fixed (by gender, race and age), subjective (by life experiences), and textual (e.g.…”

Section: The Art Of Love Medicinementioning

confidence: 99%

Love Medicine for the Dying and Their Caregivers

Lander

Graham‐Pole

2008

J Health Psychol

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We present a body of evidence for love medicine, originating in the shamanic physical/spiritual healing arts, embodying end-of-life (EOL) palliation through relationships of loving, artful witness between caregivers and receivers. We base the conclusions of our professional (doctor) and familial (spouse) practices on the practitioner/research methodology, Appreciative Inquiry , focused on life-affirming experiences, and epitomizing love medicine in 'building' relationship through artful narratives between caregiver and receiver (experiential model), to complement 'taking' clinical histories (biomedical model). Our witness to these healing effects, supported by relevant literature, builds a body of evidence for the power of love in EOL care.

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Section: The Art Of Love Medicinementioning

confidence: 99%

Love Medicine for the Dying and Their Caregivers

Lander

Graham‐Pole

2008

J Health Psychol

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“…Essentially, appreciative inquiry "builds on positive experiences to spark positive change by honouring the expertise resident[s] in an organization and its people… by uncovering what works well in a system and devises ways to expand upon those strengths" (Filleul, 2010, p. 38). Although appreciative inquiry has primarily been used in health education (e.g., Lander & Graham-Pole, 2006) and educational development (e.g., Kadi-Hanifi et al, 2013) to conduct research that lends itself to program evaluation and systemic change, researchers in the field of education (e.g., Allen & Innes, 2013) are beginning to use it for reviewing, learning from, building upon, and subsequently strengthening and/or designing positive opportunities for developing innovative teaching pedagogies that better meet the needs of contemporary students at all levels of education. Framing this research through an appreciative model, rather than a deficit model, allowed me to focus on the depth of the stories arising from teacher candidates' experiences that were forward-thinking and particularly compelling in nature.…”

Section: Appreciative Inquirymentioning

confidence: 99%

An Arts-Based Exploration of Classroom Management Through Portraiture

Mitchell

Kennedy²

2022

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This arts-based research uses portraiture and appreciative inquiry to explore Bachelor of Education teacher candidates’ conceptions of classroom management. A total of 270 sets of observational notes completed by 90 teacher candidates during their school practicum placements were used to inform the researchers’ creation of arts-based literary and painted learner portraits. The research addresses the questions: (1) What characteristics do teacher candidates associate with different types of learners?; (2) How might teacher-educators critically unpack these assumptive characteristics to better prepare teacher candidates for working in diverse classrooms?; and (3) How might an arts-based way of knowing enhance teacher candidates’ understandings of classroom management?

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“…Our disclosures on 'mind matters' that emerged from witnessing Rose Adams' exhibit in the context of the workshop day on Women, Creativity and Mental Health, can also be framed as a relational response to preceding utterances/expressions of a more factual nature, or what has become known as evidence-based research (see Lander & Graham-Pole, 2007 on evidence-or art-based research). Sixteen years ago, the Canadian Study of Health and Aging (1994) calculated that, if prevalence estimates remain constant, 592,000 Canadians will be suffering from dementia by 2021.…”

Section: Coda and Closurementioning

confidence: 99%

IMAG/in/ING: a reflexive review of artist Rose Adams’ Brain Imaging exhibit

Lander

Graham‐Pole

2010

Reflective Practice

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The focus of this Exhibition Review Essay is Rose Adams' solo multi-media exhibit IMAG/in/ING: Brain Imaging, featured at Ross Creek Centre for the Arts in Canning, Nova Scotia in May 2010. We frame our review as a critically reflexive dialogue, which draws attention to what 'struck' us. Our shared 'struck bys' offer a way of making new connections between tacit knowing and explicit knowledge, especially about the lived experience of the human brain, including the brain with Alzheimer's Disease. Referencing ten images from Rose's exhibit that evoked 'striking' moments, we construct and negotiate a shared sense of situations, interweaving the immediate event of the exhibition with our shared life histories, which include Rose and others viewing the exhibition. Art in formal and informal care settings as our mutual research interest suffuses much of the content of what struck us in Rose's art. We layer our critically reflexive dialogue, composed as in-the-moment reflexive activity tied to how we feel, what we say, and how we respond to others, with the artifice of pertinent references to scholarly and popular literature. We conclude that relational responses -our struck bysemerge during in-the-moment viewing of visual art and conversation. We draw new connections between art and science, the natural world and human social existence, and between art, neuroscience and reflective/reflexive practices.

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The Appreciative Pedagogy of Palliative Care: Arts-Based or Evidence-Based?

Cited by 7 publications

References 10 publications

Love Medicine for the Dying and Their Caregivers

Love Medicine for the Dying and Their Caregivers

An Arts-Based Exploration of Classroom Management Through Portraiture

IMAG/in/ING: a reflexive review of artist Rose Adams’ Brain Imaging exhibit

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