Narrating Arts Education Research Impact in and through Research Policy: Affordances and Constraints for Professional Transformation

Autor/inn/en	Westerlund, Heidi; Barrett, Margaret
Titel	Narrating Arts Education Research Impact in and through Research Policy: Affordances and Constraints for Professional Transformation
Quelle	In: Arts Education Policy Review, 123 (2022) 2, S.97-109 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Westerlund, Heidi) ORCID (Barrett, Margaret)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2020.1811819
Schlagwörter	Art Education; Educational Research; Foreign Countries; Descriptive Writing; Public Policy; Outcome Measures; Formative Evaluation; Summative Evaluation; Story Telling; Affordances; Barriers; Australia; Finland + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Bildungsforschung; Pädagogische Forschung; Ausland; Öffentliche Ordnung; Australien; Finnland
Abstract	Governments and funding agencies increasingly expect researchers to demonstrate the impact of their work not only within the academy but also for a range of stakeholders beyond academia. Whilst arts researchers have tended to resist impact measurement, in this article, we will describe one form of demonstrating impact, namely through writing impact narratives in order to argue that such writing can be effective in promoting learning and reflection on the researcher's work in the society. We provide collaborative autoethnographic narrative accounts of our experiences as arts education researchers, located in Australia and Finland, of developing research impact narratives and consider the ways in which the development of impact narratives can shape researcher identities, research processes and epistemic cultures of disciplines. We suggest that impact narratives are inevitably retrospective but may also be future-oriented in the ways in which they structure ongoing research processes and future projects and their activities providing a space for 'narrative learning' and professional transformation. We also suggest that arts educators experiment with and explore the potential for narrative impact statements to inform and engage society beyond academia with research findings and outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01