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ArtsBased Research as Critical Pedagogy


Arts-Based Research as Critical Pedagogy. Dr. Robert White, St. Francis Xavier ... Critical Pedagogy. Critical pedagogy is a teaching approach that questions ... – PowerPoint PPT presentation

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Title: ArtsBased Research as Critical Pedagogy

Arts-Based Research as Critical Pedagogy
  • Dr. Robert White, St. Francis Xavier University,
  • Dr. Karyn Cooper, Ontario Institute for Studies
    in Education
  • And
  • Naomi R. Hughes, Ontario Institute for Studies in

  • Robert, Karyn and Naomi would like to
  • Social Sciences and Humanities
  • Research Council of Canada
  • And
  • St. Francis Xavier
  • University
  • With their support this research has been made

  • Ontologies and epistemologies colour perceptions
    of representations of truth and reality as well
    as influence belief systems, attitudes and
  • A variety of representations exist within
    quantitative and qualitative research, with
    qualitative research being represented through
    interpretivist and critical research paradigms
    (Willis, 2007).
  • Presented in this paper are five contexts that
    can be used as a model for qualitative research
    within an interpretivist or critical research
    paradigm. Such a model may be used to frame
    arts-based research.

Presentation Objectives
  • This session offers video-clips of interviews
    with internationally renowned scholars such as
    Professors Henry Giroux, William Pinar, Hélène
    Cixous, Elliot Eisner and Maxine Greene who
    provide key insights into the educative role of
    arts-based research within a critical paradigm,
    for the betterment of society and existing social

  • Ontology is concerned with the nature of reality
    (or being or existence), and various ontological
    positions reflect different prescriptions of what
    can be real and what cannot.
  • (Willis, 2007, 9)

  • Epistemology is a crucial foundation for
    research in both the natural and physical social
    sciences. The traditional scientific method, for
    example, is based on an empirical epistemology
    You can come to know about the world (which,
    ontologically, is a physical or material world)
    through properly done experiments.
  • (Willis, 2007, 10)

Paradigms of Research
  • Adapted from Willis, (2007).

One Dimensional Man
  • Contrasted with the fantastic and insane
    aspects of its rationality, the realm of the
    irrational becomes the home of the really
    rational - of the ideas which may "promote the
    art of life."
  • If the established society manages all normal
    communication, validating or invalidating it in
    accordance with social requirements, then the
    values alien to these requirements may perhaps
    have no other medium of communication than the
    abnormal one of fiction.
  • The aesthetic dimension still retains a
    freedom of expression which enables the writer
    and artist to call men and things by their name -
    to name the otherwise unnameable.
  • Marcuse (1964)

Arts-Based Research
  • Put simply, the arts have no monopoly on art.
    There is art in science just as surely as there
    is art in art. Perhaps we are, at last, entering
    a time in the educational research community when
    educational researchers will regard the arts not
    only as a fundamental part of schooling, but as a
    basic feature of excellent social science.
  • (Eisner, 1995)

Critical Theory
  • Since the 1970s, critical theory has become an
    umbrella term for an array of theories. Critical
    social theory is a form of self-reflective
    knowledge involving both understanding and
    theoretical explanation to reduce entrapment in
    systems of dominance or dependence. There is an
    emancipatory interest in expanding autonomy and
    reducing domination.
  • (Habermas, 1968)

Critical Pedagogy
  • Critical pedagogy is a teaching approach that
    questions and challenges the beliefs and
    practices that dominate individuals.
  • Habits of thought, reading, writing, and
    speaking which go beneath surface meaning, first
    impressions, dominant myths, official
    pronouncements, traditional clichés, received
    wisdom, and mere opinions, to understand the deep
    meaning, root causes, social context, ideology,
    and personal consequences of any action, event,
    object, process, organization, experience, text,
    subject matter, policy, mass media, or
  • (Shor, 1992, 129)

Five ContextsResearch Methodology
  • The following five contexts can be used as a
    model for qualitative research within an
    interpretivist or critical research paradigm.
  • Autobiographical
  • Historical
  • Political
  • Postmodern
  • Philosophical
  • (Cooper and White, 2009)

Henry Giroux
  • Interviewed 20 December 2007 in Hamilton,

William F. Pinar
  • Interviewed 05 August 2005 in Vancouver, Canada

Hélène Cixous
  • Interviewed 26 June 2008 in Paris, France

Elliot W. Eisner
  • Interviewed 11 June 2007 in Palo Alto, U.S.A.

Maxine Greene
  • Interviewed 06 November 2005 in New York City,

Excerpts of Interviews
Key Insights
  • What are some of your insights into the
    Educative Role of Arts-Based Research within a
    Critical Paradigm?

Qualitative Research Website
  • http//

  • Cooper, K. and White, R. E. (in press, 2009).
    Distinguished performances The educative role of
    disciplines in qualitative research in education.
    International Review of Qualitative Inquiry 2(1)
  • Eisner, E. (1995). What artistically crafted
    research can help us understand about schools.
    Educational Theory 45(1) 1-6.
  • Habermas, J. (1968). Knowledge and Human
    Interests. London Heinemann.
  • Marcuse, H. (1964). One Dimensional Man. Boston
  • Shor, I. (1992). Empowering Education Critical
    Teaching for Social Change. Chicago University
    of Chicago Press.
  • Willis, J. W. (2007). Foundations of Qualitative
    Research Interpretive and Critical Approaches.
    Thousand Oaks, CA Sage.