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dc.contributor.authorChappell, Kerry
dc.contributor.authorHetherington, Lindsay
dc.contributor.authorKeene, H Ruck
dc.contributor.authorWren, Heather
dc.contributor.authorAlexopoulos, A
dc.contributor.authorBen-Horin, Oded
dc.contributor.authorNikolopoulos, Konstantinos
dc.contributor.authorRobberstad, Janne Iren
dc.contributor.authorSotiriou, Sofoklis
dc.contributor.authorBogner, Franz Xaver
dc.date.accessioned2019-09-13T07:16:24Z
dc.date.available2019-09-13T07:16:24Z
dc.date.created2019-07-18T11:50:01Z
dc.date.issued2019
dc.identifier.citationChappell, K., Hetherington, L., Keene, H. R., Wren, H., Alexopoulos, A., Ben-Horin, O., . . . Bogner, F. X. (2019). Dialogue and materiality/embodiment in science|arts creative pedagogy: Their role and manifestation. Thinking Skills and Creativity, 31, 296-322.nb_NO
dc.identifier.issn1871-1871
dc.identifier.urihttp://hdl.handle.net/11250/2616686
dc.description.abstractThis paper responds to recent calls to explore the nuances of the interaction between the sciences, the arts and their inherent creativity to better understand their potential within teaching and learning. Building on previous arguments that the science-arts-creativity relationship is dialogic and relational, this research focuses on the question: How are dialogue and material/embodied activity manifested within creative pedagogy? We begin with a fusion of Bakhtinian-inspired and New-Materialist understandings of dialogue drawing out the importance of embodiment in order to revitalize how we articulate dialogue within creative educational practice. We then take on the challenge of a materialist diffractive analysis to conduct research which complements the theoretical framing and offers our outcomes in a way that appropriately makes the phenomena tangible. We present the outcomes of the diffractive analysis including the constitution of matter as well as meaning in the dialogic space; and the emergence of new assemblages of embodied teachers, students, ideas, and objects within transdisciplinary educational practice. We conclude by arguing for the benefits of diffractive analysis: that we have fore-fronted the entangled relationality of trans-disciplinary creative pedagogy; avoided bracketing out aspects of education that are often side-lined; opened out the space of pedagogical approaches that might be attempted; and begun to challenge what education is for. In so doing, the article aims to open up new ways for teachers, students and researchers to experience seeing, doing, feeling and researching science|arts creative pedagogy and provoke conversations about how this might develop in the future.nb_NO
dc.language.isoengnb_NO
dc.publisherElseviernb_NO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.subjectembodied dialogic spacenb_NO
dc.subjectcreative pedagogynb_NO
dc.subjectdiffractive analysisnb_NO
dc.subjectscience-artsnb_NO
dc.subjectcreativitynb_NO
dc.titleDialogue and materiality/embodiment in science|arts creative pedagogy: Their role and manifestationnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.rights.holder© 2019 The Authors.nb_NO
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280nb_NO
dc.source.pagenumber296-322nb_NO
dc.source.volume31nb_NO
dc.source.journalThinking Skills and Creativitynb_NO
dc.identifier.doi10.1016/j.tsc.2018.12.008
dc.identifier.cristin1711906
dc.relation.projectEC/H2020/665917nb_NO
cristin.unitcode203,10,4,0
cristin.unitnameInstitutt for kunstfag
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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