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A Feminist Teaching Art Residency (In)Formed by an Ethics of Care.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Feminist Teaching Art Residency (In)Formed by an Ethics of Care./
作者:	Tredinnick-Kirby, Zena.
面頁冊數:	1 online resource (235 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29276592click for full text (PQDT)
ISBN:	9798841570004

A Feminist Teaching Art Residency (In)Formed by an Ethics of Care.
Tredinnick-Kirby, Zena.

A Feminist Teaching Art Residency (In)Formed by an Ethics of Care. - 1 online resource (235 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2022.

Includes bibliographical references

Inspired by the potentials of feminist and family art residencies and Nel Noddings's ethics of care theory, my participatory action research study is an exploration of how my children and I experienced revisioning our home and homeschooling as a feminist teaching art residency (in)formed by an ethics of care. Our art residency, distinct from other conceptions of artist residencies, is best characterized as the experience and process of creating art that is plural, collective, and collaborative. At the heart of the study and the art residency design is a commitment to feminist pedagogy and its potential in challenging hegemonic cultural narratives, acknowledging the extant knowledge of students, questioning the hierarchy of ways of knowing (e.g., expert versus experiential learning), and renegotiating and re-forming the connection between teacher and student. The research question guiding and motivating this study asks: What art education curriculum and pedagogical experiences will emerge from exploring four key components of Nel Noddings's ethics of care (i.e., modeling, dialogue, practice, and confirmation) within a 17-day home-based feminist teaching art residency conceptualized with my 4- and 8-year-old children? Combining collaborative and dialogic participatory research methods, my children and I used Photovoice, interviews, and daily journaling to collect data during our 17-day residency. The curriculum was site-specific of indoor and outdoor learning at our home, which was the primary education site. My study offers an explorative pedagogical process theoretically grounded in care. Particularly compelling about my narrative of our art residency and research with my children is how care manifested in various ways through Noddings's ethics of care components, modeling, dialogue, practice, and confirmation. Using Photovoice data generation in which my children and I took photos documenting our learning and expressions of care; and daily reflective journal writing, I learned how I modeled care throughout the residency to my children and our residency site, Dutch Lane. The documentation in the modeling of care by my children provided images for self-reflexivity. Dialogue emerged organically throughout the residency in learning about my children's perspectives on life, learning, and curiosity. The emergence of the curriculum was reciprocal for the three of us in learning together. I was thrilled to find the practice of care that I modeled evident in expressions of care by my children, Andrew, and Cora, in ways not perceived or exhibited prior to the residency. Lastly, confirmation became evident in analysis of how Andrew, Cora, and I encouraged care throughout the art residency, in which the residency conditions afforded opportunity to affirm practices of care. Thus, this dissertation significantly contributes to expanding understandings in enabling art educators and students to infuse feminist pedagogy and care ethics into an emergent and negotiated curriculum.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841570004Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

A Feminist Teaching Art Residency (In)Formed by an Ethics of Care.
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502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2022.
504 $a Includes bibliographical references
520 $a Inspired by the potentials of feminist and family art residencies and Nel Noddings's ethics of care theory, my participatory action research study is an exploration of how my children and I experienced revisioning our home and homeschooling as a feminist teaching art residency (in)formed by an ethics of care. Our art residency, distinct from other conceptions of artist residencies, is best characterized as the experience and process of creating art that is plural, collective, and collaborative. At the heart of the study and the art residency design is a commitment to feminist pedagogy and its potential in challenging hegemonic cultural narratives, acknowledging the extant knowledge of students, questioning the hierarchy of ways of knowing (e.g., expert versus experiential learning), and renegotiating and re-forming the connection between teacher and student. The research question guiding and motivating this study asks: What art education curriculum and pedagogical experiences will emerge from exploring four key components of Nel Noddings's ethics of care (i.e., modeling, dialogue, practice, and confirmation) within a 17-day home-based feminist teaching art residency conceptualized with my 4- and 8-year-old children? Combining collaborative and dialogic participatory research methods, my children and I used Photovoice, interviews, and daily journaling to collect data during our 17-day residency. The curriculum was site-specific of indoor and outdoor learning at our home, which was the primary education site. My study offers an explorative pedagogical process theoretically grounded in care. Particularly compelling about my narrative of our art residency and research with my children is how care manifested in various ways through Noddings's ethics of care components, modeling, dialogue, practice, and confirmation. Using Photovoice data generation in which my children and I took photos documenting our learning and expressions of care; and daily reflective journal writing, I learned how I modeled care throughout the residency to my children and our residency site, Dutch Lane. The documentation in the modeling of care by my children provided images for self-reflexivity. Dialogue emerged organically throughout the residency in learning about my children's perspectives on life, learning, and curiosity. The emergence of the curriculum was reciprocal for the three of us in learning together. I was thrilled to find the practice of care that I modeled evident in expressions of care by my children, Andrew, and Cora, in ways not perceived or exhibited prior to the residency. Lastly, confirmation became evident in analysis of how Andrew, Cora, and I encouraged care throughout the art residency, in which the residency conditions afforded opportunity to affirm practices of care. Thus, this dissertation significantly contributes to expanding understandings in enabling art educators and students to infuse feminist pedagogy and care ethics into an emergent and negotiated curriculum.
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