Bodily Writing and Performative Inquiry: Inviting an Arts-Based Research Methodology into Collaborative Doctoral Research Vocabularies

Autor/inn/en	Buono, Alexia; Gonzalez, Charles H.
Titel	Bodily Writing and Performative Inquiry: Inviting an Arts-Based Research Methodology into Collaborative Doctoral Research Vocabularies
Quelle	In: International Journal of Education & the Arts, 18 (2017) 36, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8094
Schlagwörter	Art Activities; Research Methodology; Graduate Students; Interdisciplinary Approach; Cooperation; Dance; Performance; Student Research; Doctoral Dissertations; Teacher Education; Educational Research + Suchen Sie Ihr Suchwort? Künstlerische Tätigkeit; Research method; Forschungsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Co-operation; Kooperation; Tanz; Achievement; Leistung; Studentenforschung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Lehrerausbildung; Lehrerbildung; Bildungsforschung; Pädagogische Forschung
Abstract	In this article, the authors (then two doctoral students) describe their methodology of engaging in an interdisciplinary, collaborative doctoral arts-based research (ABR) project. Education and the arts were integrated utilizing dance methods of bodily writing and performative inquiry to strengthen the analysis of dissertation findings in the field of teacher education. We share our theoretical stance based on somatics, embodiment, and rhizomatics, followed by a thick description of our rhizomatic actions of becoming collaborative arts-based researchers. We advocate, argue, and fight for the right to introduce and encourage interdisciplinary and collaborative research with the arts in doctoral students' studies and highlight the implications our project had on accessibility to research and engagement with broader audiences as well as our entrant-audience. We argue that ultimately, combining efforts to bring collaborative interdisciplinary ABR into doctoral students' work will foster benefits for both doctoral students and the research produced. (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