Consequential Learning Through Reflexivity and Art

• In Event: Fairmont Roundtable Session Twelve
  In Roundtable Session: Embodiment and Becoming Through Arts-Based Ways of Knowing (Table 4)

Abstract

The purpose of this qualitative study was to understand the processes of how doctoral students learned qualitative research through reflexivity and engagement with arts-based practices. Using sociolinguistically-grounded discourse analysis methods and a microethnographic perspective (Green et al., 2020; Bloome et al., 2005), we examined the ways students signaled their developing learning and struggles in the context of particular class assignments. We identified three findings: the process of reflexivity allowed for connection of content to deeper self, leading to use of arts-based expressions, intentional reflexivity freed students to embrace uncertainty by creating a safe space to integrate art, reflexivity led to professional collaboration and meaningful connections. We follow with discussion of implications for arts-based practices for learning and teaching qualitative research.

Authors

• Megan K. Mitchell, University of Central Florida
  Presenting Author

• Kathryn Babb, University of Central Florida
  Presenting Author

• Audra Skukauskaite, University of Central Florida
  Presenting Author