Constellations of Alternative Education Tutors A Poetic Inquiry
This volume highlights the contributions of tutors and their pedagogies to the field of education, focusing on the lived-experiences of tutors in alternative education programs in New Zealand. Tutors' voices were largely absent from education literature,
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Adrian Schoone
Constellations of Alternative Education Tutors A Poetic Inquiry
SpringerBriefs in Arts-Based Educational Research Series Editor Barbara Bickel, Southern Illinois University, Carbondale, IL, USA Editorial Board Kakali Bhattacharya, Kansas State University, Manhattan, KS, USA Pam Burnard, University of Cambridge, Cambridge, UK Mindy Carter, Department of Integrated Studies in Education, McGill University, Montréal, QC, Canada Kelly Clark/Keefe, College of Education and Social Services, University of Vermont, Burlington, VT, USA Walter S. Gershon, School of Teaching Learning, Kent State University, Kent, OH, USA Peter Gouzouasis, The University of British Columbia, Vancouver, BC, Canada Andrea Kantrowitz, State University of New York, Pelham, NY, USA Alexandra Lasczik Cutcher, State University of Southern Cross, East Lismore, NSW, Australia Morna McDermott McNulty, Towson University, Towson, MD, USA Richard Siegesmund, School of Art and Design, Northern Illinois University, Dekalb, IL, USA
Arts-Based Educational Research continues to garner increased interest and debate among artists, arts writers, researchers, scholars and educators internationally. Further, the methodologies and theoretical articulations associated with Arts-Based Educational Research are increasingly employed across the disciplines of social science, education, humanities, health, media, communications, the creative arts, design, and trans-disciplinary and interdisciplinary research. This book series offers edited collections and monographs that survey and exemplify Arts-Based Educational Research. The series will take up questions relevant to the diverse range of Arts-Based Educational Research. These questions might include: What can Arts-Based methodologies (such as Arts- Based Research, Arts-Informed Research, a/r/tography, Poetic Inquiry, Performative Inquiry, Arts Practice-Based Research etc.) do as a form of critical qualitative inquiry? How do the Arts (such as literary, visual and performing arts) enable research? What is the purpose of Arts-based Educational Research? What counts as Arts-Based? What counts as Educational? What counts as Research? How can Arts-Based Educational Research be responsibly performed in communities and institutions, individually or collaboratively? Must Arts-Based Educational Research be public? What ways of knowing and being can be explored with Arts-Based Educational Research? How can Arts-Based Educational Research build upon diverse philosophical, theoretical, historical, political, aesthetic and spiritual approaches to living? What is not Arts-Based Educational Research? The hinge connecting the arts and research in this Arts-Based Educational Research book series is education. Education is understood in its broadest sense as learning/transformation/change that takes place in diverse formal and informal spaces, places and moments. As such, books in this series might take up questions such as: How do perspectives on education, curriculum and pedagogy (such as critical, participatory, libera
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