Disruptive Media Learning Lab
Published on Apr 1, 2016
Please join us on the grass to listen to visiting fellow Peter Gouzouasis’ thoughts on autoethnography as a contemporary research method in the social sciences, examining its applications in the study of teaching and learning.
‘Contemporary Ways of Knowing: Tunes, Tales, and Poetic Representation’
Across contemporary, educational research journals over the past two decades, countless researchers have realized the power of story – written from personal perspectives – in socially constructed research (Sparkes, 1997, 1999, 2001). Based on hundreds of studies written from that methodological perspective, it is easy to recognize that without the voices of teachers, caregivers, and children represented in genuine, authentic ways in our research literature, we cannot begin to construct an early childhood music education that is rooted in reflective-reflexive practice.
In my theoretical framework, I draw from John Dewey’s (1938) concepts of art and experience, and Eisner’s (1981, 1991, 1997) ideas of arts based educational research (ABER). I take the position that arts-based educational research adds to the diversity and complexity inherent in understandings about curriculum and pedagogy.
Beyond scientifically written qualitative studies and quantitative studies in education literature that attempt to provide insights to various aspects of learning, stories count beyond strict description and quantification (Eisner, 1981). They enable us to express meanings, and as such, stories are important to teachers of all levels and all walks of life. While teacher stories have typically been accepted as common and everyday knowledge, the knowledge we may glean from pedagogical autoethnographies (Banks & Banks, 2000) opens a path for new forms of education discourse.
Over the past 25 years, Peter Gouzouasis’ work at the University of British Columbia has evolved through three connective strands: (1) teaching and learning in music (including digital media and technologies), (2) developing an understanding of learning in and through the Arts and general curriculum using Arts Based Educational Research methods and digital technologies, and (3) relational, developmental perspectives on lifelong learning. These strands, or themes, have shaped Peter’s current scholarship as distinctive and innovative; expanding the methodological and pedagogical boundaries of arts related educational research and pedagogic practice.
Licence: Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)