Winter Counts as Transformative Inquiry: The Role of Creative Imagery as an Expression of Adaptive Change

Autor/inn/en	Stanger, Nicholas R. G.; Tanaka, Michele T. D.; Tse, Vanessa V.; Starr, Lisa J.
Titel	Winter Counts as Transformative Inquiry: The Role of Creative Imagery as an Expression of Adaptive Change
Quelle	In: Complicity: An International Journal of Complexity and Education, 10 (2013) 1-2, S.87-110 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-5668
Schlagwörter	Preservice Teachers; Transformative Learning; Inquiry; Indigenous Populations; Indigenous Knowledge; Creativity; Imagery; Social Change; Systems Analysis; Social Sciences; Case Studies; Place Based Education; Phenomenology; Feminism; Ecology; Social Systems; Foreign Countries; Canada (Victoria) + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Sinti und Roma; Kreativität; Metaphorik; Sozialer Wandel; System analysis; Systemanalyse; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Case study; Fallstudie; Case Study; Phenomenological psychology; Phänomenologie; Psychologie; Feminismus; Ökologie; Social system; Soziales System; Ausland
Abstract	Pre-service teachers face a complex educational context and Transformative Inquiry is a useful approach for negotiating this terrain. We interpret the movement of students via the adaptive cycle put forth in panarchy theory as they engage in the inquiry process through "winter counts", a Plains First Nation tradition, as expressions of their understanding. These image-based expressions demonstrate the emotional, mental, spiritual and physical movement students have made within their inquiry. Panarchy theory moves beyond interpreting systems using simplistic equilibrium models and acknowledging the more complex and dynamic set of equilibria that describes transformation in ecological, social, and economic systems and considers the multiple complexities of systems thinking while providing insight into how change occurs as a constantly adaptive cycle process. Used sparingly within social sciences until recently, we argue it as particularly relevant for seeing Transformative Inquiry through Indigenist and interconnected lenses. (As Provided).
Anmerkungen	University of Alberta. 347 Education South, Edmonton, Alberta T6G 2G5, Canada. e-mail: complicity.journal@gmail.com; Web site: https://ejournals.library.ualberta.ca/index.php/complicity
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01