Aesthetic Inquiry into Chinese University Student Fatherly Life Lessons: "Roots" and Their Implications for Educational Contexts

Autor/in	Liu, Laura Blythe
Titel	Aesthetic Inquiry into Chinese University Student Fatherly Life Lessons: "Roots" and Their Implications for Educational Contexts
Quelle	In: International Journal of Education & the Arts, 18 (2017) 14, (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8094
Schlagwörter	Foreign Countries; Undergraduate Students; Urban Universities; Fathers; Childrens Literature; Books; Art; Inquiry; Empathy; Cultural Background; Autobiographies; Aesthetics; Preservice Teachers; Qualitative Research; Parent Child Relationship; Grade 2; Elementary School Students; Confucianism; Asian Culture; Personal Narratives; China + Suchen Sie Ihr Suchwort? Ausland; 'Children''s literature'; Kinderliteratur; Book; Buch; Monographie; Monografie; Arts; Kunst; Empathie; Autobiography; Autobiografie; Autobiographie; Ästhetik; Qualitative Forschung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; School year 02; 2. Schuljahr; Schuljahr 02; Konfuzianismus; Erlebniserzählung
Abstract	Globally, teachers are trained to educate and assess children through matrices based on comparative competition, a practice that thrives on ranking. In an era of glocalization, how might educational systems cultivate classroom connections embracing diverse student gifts? This arts-based narrative inquiry explores fatherly life lessons of 17 undergraduate and six graduate students enrolled in an introductory qualitative research course at a large urban Chinese university. Building on the course instructor's model, students engaged in arts-based narrative inquiry to develop children's books on treasured fatherly life lessons that they then shared with second grade students at a local Chinese school. Drawing upon the "Confucian Analects" and Laozi's "Tao Te Ching," this study evidences empathy as rooted across cultures and ecologies, and that many fatherly life lessons take place in natural settings. This study encourages teacher education practice and research to engage arts-based autobiographical inquiry, and to explore empathy conceptualizations and expressions across cultures and ecologies. As "glocalization" brings together diverse groups, this work is important to create shared spaces for international connection and meaningful inter-institutional explorations. (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01