"Climbing the Ladder with Gabriel demonstrates the power of photography and poetry to render the experience of methamphetamine addiction and recovery through the art of an interdisciplinary research methodology. Instructors, students, recovering addicts, and prevention/recovery advocates will find this a valuable resource. There are many ways to “know the world”. The authors of this remarkable text have adopted an eclectic mix of methodologies from the arts and sciences to portray the experience of methamphetamine addiction. While it may never be possible to fully “know” another’s experience, this book provides readers with one of the most intimate portraits of a methamphetamine addict ever assembled. The reader will be touched by the juxtaposition of everyday joy and the hopelessness and regret so poignantly portrayed by these authors. The book is also hopeful, documenting that, even in the throes of terrible addiction, unique humanness survives and recovery is always possible. " —
John M. Roll, Professor and Associate Dean, College of Nursing. Director, Program of Excellence in the Addictions, Washington State University.
"The authors of this remarkable work have opened the door for new ways of compiling and revealing what it means to be a human being caught in the dangerously perplexing problem of drug addiction and its fallout in a wide circle of social problems. By summoning up both a rigorous philosophy and procedural logic as a baseline and an artfulness that gives the bare bones of hard data a very human face, a heartbeat, and a voice that everyone can hear, they make a compelling case for such work in arts-based research and for pluralism in social science research design and methods. This is art caught in a handshake with science that matters. " —
Ivan Brady, Distinguished Teaching Professor Emeritus, Anthropology, State University of New York, Oswego.
"What a fantastic idea! What a great accomplishment!" —
Laurel Richardson, Professor Emeritus of Sociology and international leader in qualitative research, The Ohio State University
"This poetic inquiry performs a vibrant testimony to the possibilities of personal and political transformation that can emerge in research that is heartful and artful. When we collaborate creatively and lovingly, we can find the ways of bountiful hope for living together with health. " —
Carl Leggo, Professor and Poet, Language and Literacy, University of British Columbia, Canada
Poetic Inquiry: Vibrant Voices in the Social Sciences, co-edited by Monica Prendergast, Carl Leggo and Pauline Sameshima, features many of the foremost scholars working worldwide in aesthetic ways through poetry.
The contributors (from five countries) are all committed to the use of poetry as a way to collect data, analyze findings and represent understandings in multidisciplinary social science qualitative research investigations. The creativity and high aesthetic quality of the contributions found in the collection speak for themselves; they are truly, as the title indicates, "vibrant voices".
This groundbreaking collection will mark new territories in qualitative research and interpretive inquiry practices at an international level.
Poetic Inquiry will contribute to many ongoing and energetic debates in arts-based research regarding issues of evaluation, aesthetics, ethics, activism, self-study, and practice-based research, while also spelling out some innovative ways of opening up these debates in creative and productive ways. Instructors and students will find the book a clear and comprehensive introduction to poetic inquiry as a research method.
The Quest for Meaning: Teaching, Learning and the Arts presents a narrative, arts-based approach to pedagogy and research in higher education. Through narratives of experience, the book offers revealing, poignant examples of the transformative power of the arts and of narrative inquiry in learners’ lives, and of the centrality of story in their ongoing quest for meaning.
The Quest for Meaning will be valuable in a wide range of graduate and undergraduate settings. It provides a framework for the development of new pedagogies which integrate the theory and practice of narrative, arts-based approaches to education. The work makes a contribution to the fields of narrative and arts-based inquiry and pedagogy, qualitative research methods, holistic and integrated studies, and self-directed inquiry. It will appeal to a range of audiences who are interested in this creative, integrative approach to education, and who want to gain insights into how students learn, from their own unique perspectives.
Grounded in Dr. Beattie’s interconnected approach to research and pedagogy, the book begins with her own story of teaching, learning, research and the arts. This provides the backdrop to an account of a collaborative pedagogy designed to enable students to conduct in-depth narrative inquiries into their lives, and to learn how to do narrative, arts-based research with others. The author provides insights into the practices and processes of solitary and collaborative inquiry, and the interaction and integration that take place within the three kinds of dialogue she proposes; the dialogue with the self, the dialogue with others, and the dialogue between the dialogues.
The book’s other twelve narratives show from learners’ unique perspectives, how the creation and re-creation of their ways of ways of knowing and being is a distinctively individual process involving all aspects of their humanity. Individually, these narratives provide valuable glimpses into the challenges, the joys, the frustrations and emotionality, and the important personal satisfactions involved in the processes of learning, unlearning and re-learning. In their own voices, these learners tell of the diverse ways in which they became more responsive to their own inner lives, to the perspectives and understandings of others, and to the creation of more meaningful narratives for their current and future lives.
Collectively, the narratives highlight the importance of recognizing personal experience in settings of higher education. They also present compelling evidence for acknowledging the significance of inquiry, creativity, imagination, dialogue, interaction, and integration in enabling learners to bring the whole of their being to the learning process, to the exploration of the stories by which they live, and to the creation of new narratives for their future lives.
This book is intended for anyone interested in knowing more about arts education. It makes a daring contribution to the subject in a clear, pragmatic, committed and ambitious way. The book discusses thoroughly the theory and practice of arts education and what it means to be a teacher of art. It is a powerful and inspiring account of the challenges of teaching in the arts that will appeal to anyone in the teaching profession. With clarity and engagement,
The Richness of Arts Education ddresses what it means to be a teacher in the arts. Familiarity and knowledge of teaching is checked by the constant relevant examples that the book critically explores. The book rethinks some of the real ground of teaching in the arts and encourages a deeper understanding of them. Primary and secondary teachers, college and university teachers and policy makers will find this book formidable. It is a book for today and tomorrow.
The Richness of Arts Education provides a deep philosophical engagement with the arts and art education. And if that were not enough, it also provides a sustained discussion of the ways in which art education enriches our philosophical understanding of the arts specifically, education certainly, but also some key issues within philosophy itself. In other words, Canatella adequately demonstrates the riches that art education entails. While the key figures he engages with do not encompass the entire range of possible philosophical perspectives that could be brought to bear on the field of art education—an impossible task in any case—he engages each figure deeply. The scholarly literature in each section is thoroughly explored to highlight the thesis that holds the entire project together—the deeply textured quality of art education and the many benefits that we can derive thereof. This should be a valuable book to art teachers no doubt, but to educators and philosophers too.