Part I: Knowing
Chapter 1: Art and Knowledge - Elliot Eisner
Chapter 2: The Art of Indigenous Knowledge: A Million Porcupines
Crying in the Dark - Thomas King
Part II: Methodologies
Chapter 3: Art-Based Research - Shaun McNiff
Chapter 4: Visual Images in Research - Sandra Weber
Chapter 5: Arts-informed Research - Ardra L. Cole and J. Gary
Knowles
Chapter 6: Arts-based Research - Susan Finley
Chapter 7: A/R/Tographers and Living Inquiry - Stephanie Springgay,
Rita L. Irwin, and Sylvia Kind
Chapter 8: Lyric Inquiry - Lorri Neilsen
Part III: Genres
Chapter 9: Creative Non-fiction and Social Research - Tom
Barone
Chapter 10: Interpretive Biography - Norman Denzin
Chapter 11: Heartful Autoethnography - Karen Scott-Hoy and Carolyn
Ellis
Chapter 12: Métissage - Cynthia Chambers and Erika Hasebe-Ludt with
Dwayne Donald, Wanda Hurren, Carl Leggo, and Antoinette Oberg
Chapter 13: Fiction - Stephen Banks
Chapter 14: Poetry - Carl Leggo
Chapter 15: Dance and Choreography - Donald Blumenfeld-Jones
Chapter 16: Performative Inquiry - Ronald J. Pelias
Chapter 17: Ethnodrama and Ethnotheatre - Johnny Saldaña
Chapter18: Readers’ Theater - Robert Donmoyer and June Yennie
Donmoyer
Chapter 19: Music - Liora Bresler
Chapter 20: Painting - Graeme Sullivan
Chapter 21: Photographs - Claudia Mitchell and Susan Allnutt
Chapter 22: Collage - Lynn Butler-Kisber
Chapter 23: Textu(r)al Sculpture - Alex F. de Cosson
Chapter 24: Installation Art - Ardra Cole and Maura McIntyre
Chapter 25: Video - Janice Rahn
Chapter 26: Blogs - Robert Runte
Chapter 27: Zines - Troy Lovata
Chapter 28: Radio - Christine McKenzie
Chapter 29: Community Arts - Deborah Barndt
Chapter 30: Quilts - Helen K. Ball
Part IV: Inquiry Processes
Chapter 31: An Indigenous Storywork Methodology - Jo-ann
Archibald
Chapter 32: Literacy Genres: Housecleaning––A Work with Theoretical
Notes - Lorri Neilsen
Chapter 33: From Research Analysis to Performance: A Choreographic
Process - Mary Beth Cancienne
Chapter 34: Image-based Educational Research: Child-like
Perspectives - Jon Prosser and Catherine Burke
Chapter 35: Exhibiting as Inquiry: Travels of an Accidental -
Kathryn Church
Chapter 36: No Style, No Composition, No Judgment - Janice Jipson
and Nick Paley
Part V: Issues and Challenges
Chapter 37: Performing Data with Notions of Responsibility - Jim
Mienczakowski and Teresa Moore
Chapter 38: Ethical Issues and Issues of Ethics - Chris Sinding,
Ross Gray, and Jeff Nisker
Chapter 39: Interrogating Reflexivity: Art, Research, and the
Desire for Presence - Elizabeth de Freitas
Chapter 40: Art and Experience: Lessons from Dewey and Hawkins -
Valerie J. Janesick
Chapter 41: Going Public with Arts-inspired Social Research: Issues
of Audience - Tom Barone
Chapter 42: Between Scholarship and Art: Dramaturgy and Quality in
Arts-related Research - Kelli Jo Kerry-Moran
Chapter 43: Money Worries: Challenges of Funding Arts-related
Research - Ross Gray and Ardra Cole
Chapter 44: Using the Arts to Create a Thesis or Dissertation - J.
Gary Knowles and Sara Promislow
Part VI: Arts in Research across Disciplines
Chapter 45: Anthropology - Ruth Behar
Chapter 46: Psychology - Graham E. Higgs
Chapter 47: Women’s Studies - Lekkie Hopkins
Chapter 48: Education - Christine van Halen-Faber and C. T. Patrick
Diamond
Chapter 49: Social Work - Adrienne Chambon
Chapter 50: Nursing - Vangie Bergum and Dianne Godkin
Chapter 51: Health-Policy Research - Jeff Nisker
Chapter 52: Disability Studies - Esther Ignagni and Kathryn
Church
Chapter 53: Business Studies - Laura Brearley and Lotte Darso
Chapter 54: Sport and Physical Education - Andrew C. Sparkes
Ardra L. Cole is a Professor of Creative Inquiry and Adult Learning
within the Program of Adult Education and Community Development at
the Ontario Institute for Studies in Education of the University of
Toronto. She is also a Co-directors of the Centre for Arts-informed
Research (CAIR) in the Department of Adult Education and
Counselling Psychology.
Ardra has published extensively on life history, reflexive, and
arts-informed research as well as in the area of teacher education
and development. Her co-authored books include: Through Preservice
Teachers’ Eyes: Exploring Field Experiences through Narrative and
Inquiry (Macmillan); Researching Teaching: Exploring Teacher
Development through Reflexive Inquiry (Allyn & Bacon); The Heart of
the Matter: Teacher Educators and Teacher Education Reform (Caddo
Gap Press); and Lives in Context: The Art of Life History Research
(AltaMira Press). They are co-editors of The Arts-informed Inquiry
Series (Series Editor, J. Gary Knowles) which includes: The Art of
Writing Inquiry (2001); Provoked by Art (2004); The Art of Visual
Inquiry (2007); and Creating Scholartistry (2007) (Backalong Books
and CAIR),
Ardra has helped many graduate students complete arts-informed
doctoral and Master′s degree theses. Graduates furnished work
embodying poetic, fictional, performative, and visual arts inquiry
processes and forms in addressing educational and social issues.
Ardra, along with others, created several installations portraying
life in the academy (Living in Paradox) that were installed in
numerous professional / research conferences and institutions.
Ardra has published extensively in conventional and
non-conventional academic prose and in alternative, scholarly,
non-print media throughout her career as a teacher educator and
qualitative research methodologist. Ardra’s ongoing research (with
Maura McIntyre) on care and caregiving and Alzheimer’s disease
involves multi-media installation–Living and Dying with Dignity:
The Alzheimer’s Project, performance–Love Stories about Caregiving
and Alzheimer’s Disease, and the World Wide Web–Putting Care on the
Map (www.oise.utoronto.ca/research/mappingcare). Her current
writing projects include a series of research-based novellas about
the teacher education professoriate, But I Want to make a
Difference and Of Dogs and Dissertations: Notes on Writing and
Life. As she moves through life in the company of dogs, Ardra
continues to learn about the meaning of love, loyalty, and living
in the moment.
"This work′s quality, diversity, and breadth of coverage make it a
valuable resource for collections concerned with qualitative
research in a broad range of disciplines. Highly
recommended."
*CHOICE*
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