A Creative Pedagogue's Inquiry through Images: Does it Have Wings?

Authors

  • Anar Rajabali University of British Columbia

Keywords:

creativity, pedagogy, photography, poetic inquiry, contemplative practices, teacher inquiry, arts-based educational research, spirituality

Abstract

In this photo essay, I enact how a creative pedagogue engages with artistic practice and contemplative inquiry. As a poet, at home in words, photography represents a creative risk. This vulnerability is felt in the sharing of the work through the lens of (re)search. Hence, I ask: Does it have wings? By delving in expressive forms toward the service of understanding my personal and pedagogical self, creative risk is rewarded in profound ways. I have discovered that my art practice is driven by intention, intuition and imagination. Thus, here is my creative pedagogy in action illuminating how an inquiry through images provokes learning and teaching. Both poetry and photography provide keen vision—a way of sensing and seeing Light.

Author Biography

Anar Rajabali, University of British Columbia

Anar Rajabali is an educator, poet and researcher in language and literacy education. Her arts-based dissertation, (Re)turning to the Poetic I/Eye: Towards a Literacy of Light, is a personal, lyrical, and pedagogical study into the kinship between poetic discourse and spiritual expression. Her research promotes the role that poetry can play in inviting the contemplative into the classroom. She is the founder of Pearl Learning Education Centre and is published in several journals and books including Creative Approaches to Research, Journal of Poetry Therapy, Art/Research International. and Journal of the Canadian Association for Curriculum Studies.

References

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Published

2021-10-14

How to Cite

Rajabali, A. (2021). A Creative Pedagogue’s Inquiry through Images: Does it Have Wings?. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 55(3). Retrieved from https://mje.mcgill.ca/article/view/9806

Issue

Vol. 55 No. 3 (2020)

Section

Special Issue - Artistic and Creative Inquiries

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