(Un)seen undulation: Reflecting on the ripples made by artist-teachers and researchers

Authors

  • Adam Vincent University of British Columbia, Kwantlen Polytechnic University, University of the Fraser Valley

Keywords:

poetic inquiry, poetry, living poetically, curriculum development, teacher identity, teaching approaches, academic support

Abstract

This Artistic and Creative Inquiry (ACI) uses personal narrative to share examples of how poetry has been successfully used in both classroom and academic support settings to enhance students’ understanding of course concepts and to identity their own learning preferences. This pragmatic discussion of poetry as a teaching tool is then coupled with a poetic exploration of artist-teacher identity and how this identity influences teaching approaches. The inquiry concludes with a discussion of the power that exists when there is an awareness and ownership of the role of artist-teacher (and researcher) and the impacts that it can have on students and ultimately society.

Author Biography

Adam Vincent, University of British Columbia, Kwantlen Polytechnic University, University of the Fraser Valley

Adam Vincent is a PhD Candidate (ABD) in the Department of Language and Literacy Education at UBC. His research focuses on identifying ways in which poetry (often associated with the Poetic Inquiry) is being used in research and scholarship in Canada. He is also contract faculty at KPU and UFV (in BC's lowermainland) where he teaches courses in educational theory, educational transitions and communications.

References

CAST (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org

Cooperrider, D. L., & Whitney, D. (2005). Appreciative inquiry: A positive revolution in change (1st ed.). Berrett-Koehler.

Irwin, R. L. (2013). Becoming a/r/tography. Studies in Art Education, 54(3), 198–215. https://doi.org/10.1080/00393541.2013.11518894

Leggo, C. (2005). Pedagogy of the heart: Ruminations on living poetically. The Journal of Educational Thought (JET) / Revue De La Pensée Éducative, 39(2), 175–195.

Leggo, C. (2012). Living language: What is a poem good for? Journal of the Canadian Association for Curriculum Studies, 10(2), 141–160.

Prendergast, M. (2009). “Poem is what?” Poetic inquiry in qualitative social science research. International Review of Qualitative Research, 1(4), 541–568.

Story, M. F., Mueller, J. L., & Mace, R. L. (1998). The universal design file: Designing for people of all ages and abilities. Center for Universal Design, NC State University. Retrieved from https://eric.ed.gov/?id=ED460554

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Published

2021-10-14

How to Cite

Vincent, A. (2021). (Un)seen undulation: Reflecting on the ripples made by artist-teachers and researchers. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 55(3). Retrieved from https://mje.mcgill.ca/article/view/9796

Issue

Vol. 55 No. 3 (2020)

Section

Special Issue - Artistic and Creative Inquiries

License

Copyright (c) 2021 McGill Journal of Education / Revue des sciences de l'éducation de McGill

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

License

Copyright (c) 202X McGill Journal of Education / Revue des sciences de l'éducation de McGill

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.