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BOOKS || JOURNALS || READINGS || ORGANIZATIONS || HIGHER EDUCATION || WEBSITES

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 * BOOKS**
 * Banks, A. & Banks, S. P. (Eds.) (1998). //Fiction and social science research: By ice or fire//. Walnut Creek, CA: Altamira Press.
 * Barone, T. E. & Eisner, E. (1997). //Arts-based educational research.// In R.M. Jaegar (Ed.), Complementary methods for research in education (pp 73-116). Washington: AERA.
 * Blackbridge, P. (1996). //Sunnybrook: A true story with lies//. Vancouver: Press Gang Publishers.
 * Boal, A. (1985). //Theatre of the oppressed// (C. A. McBride & M.-O. L. McBride, Trans.). New York: Theatre Communications Group.
 * Cole, A. L., & Knowles, J. G. (2000). //Researching Teaching: Exploring professional development through reflexive inquiry//. New York: Allyn & Bacon.Cole, A. L. & Knowles, J. G. (2001). //Lives in context: The art of life history research//. Walnut Creek, CA: AltaMira Press.
 * Eisner, E. W. (1991). //The enlightened eye: Qualitative inquiry and the enhancement of educational practice.// New York: Macmillan.
 * Eisner, Eliot. (2002). //The arts and the creation of mind//. New Haven, CT: Yale University Press. Call number: N84 .E38 2002
 * Garoian, C. R. & Gaudelius, Y. M. (2008). //Spectacle pedagogy: Art, politics, and visual culture//. New York: State University of New York Press.
 * Lawrence-Lightfoot, S., & Hoffmann Davis, J. (1997). //The art and science of portraiture.// San Francisco: Jossey-Bass.
 * Loizos, P. (2000). Video, Film and Photographs as Research Documents. In M. W. Bauer & G. D. Gaskell (Eds.),//Qualitative researching with text, image and sound: A practical handbook for social research.//
 * McNiff, Shaun. (1998). [|Art-based research]. Philadelphia: Jessica Kingsley. Call number: RC489.A72 M322 1998
 * Prosser, J. (Ed.)(1998). Image-based research: A sourcebook for qualitative researchers. London, UK: Falmer Press.
 * Saldana, J. (2007). //Ethnodrama: An anthology of reality theatre//. Walnut Creek, CA: AltaMira. [[|Review] ]
 * Simpson, D. (1994). //The pedagodfathers: The lords of education.// Calgary, Alberta: Detselig Enterprises Ltd. [[|link] Written under the fictional guise of letters from Professor I.D. Sedah, a university professor at Proletariat University, and Mr. Y.Z. Matthews, a high school classroom teacher, this provocative volume devotes special attention to a selection of beliefs, behaviors and bodies which negatively impact public schools and educator preparation programs, and to a set of defensible alternatives to these counterproductive influences. Questions are raised about such issues as classroom management, teacher-principal relationships, school-university collaboration, the needs of urban schools, the in-service studies of teachers, the preparation of future school administrators, the role of central office personnel and the shortage of teachers of color, among many others. Satire, parody, hyperbole and caricature are employed extensively and the tone shifts dramatically from feigned academic impartiality to impulsive raving through cynical humor to resigned quasi-apathy. The book argues for a variety of interventions, strategies and positions that may lead to significantly different preparation programs and schools.(Amazon.com)
 * Smith, A. D. (2000). //Talk to me: Listening between the lines.// New York: Random House.
 * Steinman, L. (1986). //The Knowing Body: The artist as storyteller in contemporary performance//. Berkeley, CA: North Atlantic Books.
 * Sullivan, Graeme. (2005). Art practice as research : Inquiry in the visual arts. Thousand Oaks, CA: Sage Publications. Call number: N85 .S84 2005.
 * Ziller, R. C. (1990). //Photographing the self: Methods for personal orientations//. Newbury Park, CA: Sage.
 * [|Kenney 2008 Visual Communication Research Designs]
 * Zinn, H. (2002). Emma: A play. Cambridge, MA: South End Press. [[|Link] ]

[|The International Journal of Art & Design] [|Forum: Qualitative Social Research] [|Center for Arts-Informed Research]
 * JOURNALS**

Candlin, F. (2000). **Practice-based doctorates and questions of academic legitimacy**. //Journal of Art and Design Education, 19//(1), 96-101. This paper examines the recommendations made by the report and asks to what extent does it acknowledge art as a legitimate research practice within the university.
 * READINGS**

Chawla, D. (2008). **Poetic arrivals and departures: Bodying the ethnographic field in verse.** //Performative Social Science, 9//(2). Retrieved http://www.qualitative-research.net/index.php/fqs/article/view/382/834 For decades, social research has engaged the "linguistic turn," which was considered revolutionary in the ways that scholars began to reframe reality, knowledge, and representation. Among ethnographers, this turn was robustly embraced, especially at the level of intersubjectivity, reflexivity, and positionality in field practices. More recently, the performance paradigm reframed the field, the ethnographer, and her participants as embodied persons and places with bodied terrains and topographies. In my recent ethnographic life history study about Indian women's experiences in Hindu arranged marriages, I entered my field equipped theoretically with some knowledge of and keen awareness about the positional and performative contingencies that would unravel in the field because I was working with women who had made very disparate choices from my own. However, when it arrived, my own crisis of representation was material, textual, epistemological, and theoretical. My experiences in the field radically reconfigured my relationship to ethnographic representation—the textual, the performed, and the performative. In this paper, I show my arrivals and departures in and out of theory, text, and performance as I re-envision my fieldwork as a site of bodied and embodied "material performances"—both my own and my participants'. I turn specifically to a symbolic analysis of a poem, which came upon me during fieldwork in the form of a performance text. I refer to this poem as a sideways mystory which in its poetic form allowed me to shift from an interpreter of tales to a cultural critic who wants to uncover hidden truths and provoke the audience to think about complex realities and act.

Donmoyer, R., & Yennie-Donmoyer, J. (1995). **Data as drama: Reflections on the use of readers theater as a mode of qualitative data display.** //Qualitative Inquiry, 1//(4), 402-428. Retrieved from [] This article focuses on using readers theater for the purpose of qualitative data display. The article describes what readers theater is and differentiates this approach from more conventional forms of theater. The article also uses a recent attempt to present data in a readers theater context to ground discussions of (a) the procedures used to convert qualitative data into a readers theater display format and (b) the advantages and disadvantages of displaying data in the context of a readers theater production.

Engel, L. (2008). **The dance of the now—poetics of everyday human movement.** //Performative Social Science, 9//(2). Retrieved [] .The inspiration for this paper comes from an interest in the living movement of everyday life and from an interest in the stories of the felt sense of embodiment, subjectivity and culture. A phenomenological approach is used to get an embodied and experiential understanding of sensitive form and meaning. How are embodiment as performance of expressive form and cultural identities interwoven? How are intersubjectivity and culture performed? The living body images are analysed from an aesthetic-phenomenological perspective highlighting the living body as an inter-subjective, "vibrational" field that deepens the experiential understanding of everyday movement as performance of dynamic repertoires of existence. These become everyday events expressed as the dance of the now.

Foster, V. (2007, November). **Ways of knowing and showing: Imagination and representation in feminist participatory research.** //Journal of Social Work Practice, 21//(3), 361-376. "This article considers how the arts, creativity and imagination can be employed in feminist sociological inquiry in order to capture the complex nature of human lives and to authentically represent research findings. This dual concern is reflected in the article's title which comes from Amanda Kemp's work. Here she describes her one-woman show as using performance 'both as a way of knowing and as a way of showing'.;The arts offer a way for researchers and research participants to examine their lived experience, to reflect creatively upon this, and to know themselves more deeply. The arts can also guide an enriched writing of research and vivify the dissemination of results, the audience's imagination with the outcome, in line with feminist research's principal aim, of effecting change on a variety of levels.;The article reflects upon a participatory, arts-based research project carried out at a Sure Start programme in North West England. Here, the arts were employed throughout the research process: visual art, poetry and short-film making offered innovative and emotive methods Of collecting data and of encouraging self-reflection in research participants; drama was used as a means of disseminating the results of the research to a wide and varied audience."

Hickman, R. (2007). **Visual art as a vehicle for educational research**. //The International Journal of Art & Design, 26//(3), 314-324. "This article is an account of a pilot project designed to help art & design teachers in training use their particular strengths to report on classroom observation through visual art. The project is underpinned by the notion that the arts provide a particular way of knowing and that teaching should be student-centred. I argue that if the arts can be seen to be a particular way through which we can understand the world then they can be used as both a pedagogical tool and possibly a vehicle for collecting data and reporting research. A group of 19 student teachers of art & design were given tasks which involved reporting on their school placement experience via a visual art form rather than through a text-based form such as writing. The resulting images were discussed in a seminar and a sub-group of three students was purposely selected for interviews. It was found overall, the students valued the approach taken and that they gained valuable insights into their professional placements through adopting an art-based approach to educational research. As a result, I advocate in this article a greater use of arts-based approaches to research which explores educational experience, not only in the arts, but in all areas of teaching and learning."

Mienczakowski, J. (1995). **The theater of ethnography: The reconstruction of ethnography into theater with emancipatory potential.** //Qualitative Inquiry, 1//(3), 360-375. Retrieved from [] This article discusses the reflexive and educational use of theater constructed from verbatim ethnographic account work undertaken in health settings. In particular, the potential of the ethnodrama process to provide emancipatory opportunities and insights for both health informants and health professionals is described in relation to two ethnographic performance projects involving persons with schizophrenia and persons who are alcohol dependent.

Prendergast, M. (2009). Poetic Inquiry is ... 29 Ways of Looking at Poetry as Qualitative Research //Educational Insights, 13//(3). [Available: http://www.ccfi.educ.ubc.ca/publication/insights/v13n03/intro/prendergast.html]

Rasheed, S. Shades of Greene—A Pedagogy Of Pluralism : The Aesthetic Reality Of Literary Worlds //Educational Insights, 12//(1). [Available: http://www.ccfi.educ.ubc.ca/publication/insights/v12n01/articles/rasheed/index.html]

Vaughan, K. (2005). **Pieced together: Collage as an artist's method for interdisciplinary research.** //International Journal of Qualitative Methods, 4//(1), 1-21. Retrieved from [] As a visual artist undertaking doctoral studies in education, the author required a research method that integrated her studio practice into her research process, giving equal weight to the visual and the linguistic. Her process of finding such a method is outlined in this article, which touches on arts-based research and practice-led research, and her ultimate approach of choice, collage. Collage, a versatile art form that accommodates multiple texts and visuals in a single work, has been proposed as a model for a “borderlands epistemology”: one that values multiple distinctive understandings and that deliberately incorporates nondominant modes of knowing, such as visual arts. As such, collage is particularly suited to a feminist, postmodern, postcolonial inquiry. This article offers a preliminary theorizing of collage as a method and is illustrated with images from the author’s research/visual practice.

Wang, C., & Burris, M. A. (1997). **Photovoice: Concept, methodology, and use for participatory needs assessment.** //Health Educational Behavior,// //24(//3), 369-387. Retrieved from http://heb.sagepub.com/cgi/content/abstract/24/3/369. Photovoice is a process by which people can identify, represent, and enhance their community through a specific photographic technique. As a practice based in the production of knowledge, photovoice has three main goals: (1) to enable people to record and reflect their community's strengths and concerns, (2) to promote critical dialogue and knowledge about important issues through large and small group discussion of photographs, and (3) to reach policymakers. Applying photovoice to public health promotion, the authors describe the methodology and analyze its value for participatory needs assessment. They discuss the development of the photovoice concept, advantages and disadvantages, key elements, participatory analysis, materials and resources, and implications for practice.


 * ORGANIZATIONS**

International Journal of Education & the Arts http://www.ijea.org/ The **International Journal of Education & the Arts** currently serves as an open access platform for scholarly dialogue. Our commitment is to the highest forms of scholarship invested in the significances of the arts in education and the education within the arts. As editors, our personal goal is to create a communal space in which to incite productive dialogue revealing the potential of the arts within education through all forms of inquiry. The journal primarily publishes peer reviewed research-based field studies including, among others, aesthetics, art theory, music education, visual arts education, drama education, dance education, education in literature, and narrative and holistic integrated studies that cross or transcend these fields.

Eisner, E. (2004, April 4). Persistent tensions in arts based research. Stanford University. Retrieved from [|http://www.coe.uga.edu/quig/pdf/Eisner.pdf]
 * PAPERS**


 * UNIVERSITIES/COLLEGES**

[|A/r/tography] [|http://www.picture-projects.com/] [] [|Kathleen Baughan: Redhanded] http://www.backalongbooks.com/ http://www.visualsociology.org/ http://www.visualanthropology.net/
 * WEBSITES**

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Barone, T. E. (1997). Among the chosen: A collaborative educational (auto)biography. //Qualitative Inquiry, 3//(2), 222-236.

Barry, D. (1996). Artful inquiry: A symbolic constructivist approach to social science research. Qualitative Inquiry, 2(4), 411-438.

Blumenfeld-Jones, D. S. (1995). Dance as a mode of research representation. //Qualitative Inquiry, 1(4), 391-401.//

Ceglowski, D. (1997). That's a good story, but is it really research? Qualitative Inquiry, 3(2), 188-201.

Finley, S., & Knowles, J. G. (1995). Researcher as artist/artist as researcher. //Qualitative Inquiry, 1//(1), 110-142.

Glesne, C. (1997). That rare feeling: Re-presenting research through poetic transcription. //Qualitative Inquiry, 3//(2), 202-221.

Jago, B. J. (1996). Postcards, ghosts, and fathers: Revising family stories. //Qualitative Inquiry, 2//(4), 495-516.

Jongeward, C. (1997). Visual portraits: Integrating artistic processes into qualitative research. //Canadian Review of Art Education Research and Issues, 24//(2), 1-13.

Kilbourne, B. (1999). Fictional theses. //Educational Researcher, 28//(9), 27-32.

Knowles, J. G. & Cole, A. L. (1994). We're just like those we study: Letters and reflections on our first year as beginning professors. //Curriculum Inquiry, 24//(1), 27-54.

Muchmore, J. A., (2001). A Life History as Artistic Interpretation. In A. L. Cole, A. L. & J. G. Knowles (Eds.) Lives in context: The art of life history research. Walnut Creek, CA: AltaMira Press.

Piirto, J. (2002). The question of quality and qualifications: Writing inferior poems as qualitative research. //Qualitative Inquiry, 15(4), 431-446.// Richardson, L., (1995). Writing stories: Co-authoring the sea monster, a writing-story. //Qualitative Inquiry, 1//(2), 189-203.

Saldana. J. (1998). Ethical issues in an ethnographic performance text: The dramatic impact of the juicy stuff. //Research in Drama Education 3//(2), 181-196.

Tierney, W.G. (1995). (Re)Presentation and voice. //Qualitative Inquiry//, 1(4), 379-390.