Assessing the Value of a Doctoral Arts-Based Research Course for Educators (Poster 6)

• In Event: Saturday Poster Sessions 7:45 am
  In Poster Session: Engaged Exploration: Inquiry, Mapping, and Making

Abstract

Numerous texts about arts-based research (ABR) have been published since Barone & Eisner’s Arts-Based Research (2012), and numerous scholars have written about arts-based methods within educational research since then. What has not been studied is the role of arts-based research courses in doctoral education and in the trajectory of beginning educational researchers committed to combatting injustices. This article discusses a doctoral-level arts-based research course that has been offered in the Urban Education department of a large public university since 2018. Its purpose is to assess the value of including ABR in doctoral education and its role in empowering students to investigate multiple oppressions in non-traditional ways while powerfully evoking the possibilities of freedom.

Authors

• Gene L. Fellner, College of Staten Island - CUNY

• Natalie Willens, Graduate Center - CUNY

• Shawn F. Brown, New York City Department of Education

• Michelle R. Ochoa, Graduate Center - CUNY

• christopher colón, Graduate Center - CUNY

• Michael Alston, Graduate Center - CUNY