Art as a Way for Engaging in Reflexivity in the Process of Learning Qualitative Research
Location
DeSantis Room 1047
Format Type
Plenary
Format Type
Paper
Start Date
17-1-2020 1:15 PM
End Date
17-1-2020 1:35 PM
Abstract
Reflexivity is one of the key aspects of learning and doing qualitative research; however, it is difficult to define, teach, and attain for novice learners in a doctoral program. Learning reflexivity can be a challenge, as it has different definitions and practices in different fields. Journaling, memo-writing or reflexive notes are among the practices frequently suggested for reflexivity. However, there are other creative means that can be used as tools for reflexivity as well. In this study we explore the opportunities for developing reflexivity through art provided and taken up within a qualitative research class. Focusing on one student’s textual and visual artifacts as a telling case, we make visible ways in which art challenges and promotes the deepening of reflexivity and the learning of qualitative research. Analyzing the student’s research journal, five pieces of art, and her descriptions of her art at the time of the class and three years later, we demonstrate how the student took up the opportunities introduced in the class and expanded them to deepen her own reflexivity, understanding of research, and connections with her family and her history. The dataset includes student journals, original art pieces, student work posted on the Blackboard learning management system, professor materials for the class, and other records generated in the normal course of the semester. The paper makes visible the potentials for learning qualitative research and reflexivity through the discomforts of using art in a qualitative research class.
Keywords
arts-based research, reflexivity, learning qualitative research, doctoral student learning
Art as a Way for Engaging in Reflexivity in the Process of Learning Qualitative Research
DeSantis Room 1047
Reflexivity is one of the key aspects of learning and doing qualitative research; however, it is difficult to define, teach, and attain for novice learners in a doctoral program. Learning reflexivity can be a challenge, as it has different definitions and practices in different fields. Journaling, memo-writing or reflexive notes are among the practices frequently suggested for reflexivity. However, there are other creative means that can be used as tools for reflexivity as well. In this study we explore the opportunities for developing reflexivity through art provided and taken up within a qualitative research class. Focusing on one student’s textual and visual artifacts as a telling case, we make visible ways in which art challenges and promotes the deepening of reflexivity and the learning of qualitative research. Analyzing the student’s research journal, five pieces of art, and her descriptions of her art at the time of the class and three years later, we demonstrate how the student took up the opportunities introduced in the class and expanded them to deepen her own reflexivity, understanding of research, and connections with her family and her history. The dataset includes student journals, original art pieces, student work posted on the Blackboard learning management system, professor materials for the class, and other records generated in the normal course of the semester. The paper makes visible the potentials for learning qualitative research and reflexivity through the discomforts of using art in a qualitative research class.