A Story Cloth of Curriculum Making: Narratively S-t-i-t-c-h-i-n-g Understandings through Arts-Informed Work

Sajani (Jinny) Menon

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Chapter 7 A Story Cloth of Curriculum Making: Narratively S-t-i-t-c-h-i-n-g Understandings through Arts-Informed Work

in Perspectives on Arts Education Research in Canada, Volume 1

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Sajani (Jinny) Menon

Sajani (Jinny) Menon
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Art:: Kapitel

Seiten:: 92–110

DOI:: https://doi.org/10.1163/9789004405202_007

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Abstract

Amidst the diverse worlds (Lugones, 1987) we traverse, inhabit, and live within, traditional epistemic and ontological considerations can privilege certain ways of knowing and being whereupon hegemonic narratives may become perpetually fashioned. The corollary is then, an (un)intentional neglect of other stories. Likewise, stories patterned along stereotypical lines (Adichie, 2009) can become sites of default when (dis)engaging with a multiplicity of voices and more worrisomely, an excuse employed by some, to dehumanize. Drawing upon my experiences as a Canadian South Asian female doctoral student, engaging in the ethical and relational methodology of narrative inquiry, I ruminate upon certain curriculum-making experiences (Huber, Murphy, & Clandinin, 2011) with voice and query how to go about humanely imparting voice. Framing reminiscences and musings as storied swatches, I autobiographically share pivotal moments leading up to my art-making choice of stitching a story cloth to communicate and re-present knowledge in one university course. These curriculum-making encounters (amongst others) composed of narratively thinking and art-making (Menon, 2015) continue to interweave my understandings of educational research and what it means to be a researcher learning alongside co-participants. Inviting for the potentiality of arts (Caine & Steeves, 2009) within narrative inquiry may work to unravel borders between the You and I, and Us and Them positioning that can shape everyday interactions. This chapter purposely advocates for an enhanced openness to heterogeneous meaning-making processes and re-presentations of knowledge. In doing so, the hope is to metaphorically stitch heart-full ways of communicating, learning, and being alongside one another.

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Perspectives on Arts Education Research in Canada, Volume 1

Surveying the Landscape

ISBN:: 9789004405202

Verleger:: Brill

Print-Publikationsdatum:: 24 Apr 2019

Fachgebiete
- Pädagogik

Front Matter

Foreword

Preface

List of Figures

Notes on Contributors

Chapter 1 From Paris to Belfast: A Canadian Life Writing Journey Home

Chapter 2 Imagination: The Generation of Possibility

Chapter 3 Creating Complex and Diverse Communities of Meaning Makers with Help from Remington

Chapter 4 Historiographic Poiesis and Adoption Ephemera: Journeys in Arts-Based Research

Chapter 5 Arts-Based Methods, Transformation, and Possibilities in Interdisciplinary Arts-Based Research

Chapter 6 KIZUNA: A Creative Journey

Chapter 7 A Story Cloth of Curriculum Making: Narratively S-t-i-t-c-h-i-n-g Understandings through Arts-Informed Work

Chapter 8 Being and Becoming an Artist: Exploring the Life Histories of Five Indigenous Artists from the Northwest Territories

Chapter 9 Tensions in the Mentor-Mentee Relationship in Teacher Education: An Artistic Inquiry

Chapter 10 Responsive Inquiry: Employing a Musical Metaphor to Conceptualize an Arts-Based Research Strategy for the Electronic Field

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Chapter 7 A Story Cloth of Curriculum Making: Narratively S-t-i-t-c-h-i-n-g Understandings through Arts-Informed Work

Abstract

Zitierungsangaben

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Perspectives on Arts Education Research in Canada, Volume 1

Surveying the Landscape

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