Art‐Based Action Research for Art Education in the North
Art‐Based Action Research for Art Education in the North
复制标题
北方艺术教育基于艺术的行动研究
DOI：
10.1111/jade.12243
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发表时间：
2019
影响因子：
1.1
通讯作者：
Timo Jokela
中科院分区：
文献类型：
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作者：
Timo Jokela
本文介绍了基于艺术的行动研究（ABAR）的方法，作为国际讨论的艺术为基础的教育研究（ABER）的一部分。ABAR的参与性和对话性的方法受到了来自关系和对话性当代艺术实践的艺术教育变革压力的考虑的启发。ABAR作为文化非殖民化，可持续艺术教育研究的工具的必要性在与拉普兰大学（UoL）北方和环极网络的多学科合作中得到了确认。该方法是由UoL的一组艺术教育工作者和研究人员合作开发的，以支持具有专业技能的艺术家/教师/研究人员寻求公认问题的解决方案，并促进未来在不断变化的北方和北极的行动和愿望。本文介绍了如何ABAR已被用于学校项目，在博士论文，最后在一个发展项目的影响，在北方的区域发展。这些例子表明，通过ABAR方法发展的艺术教育如何支持学校，社区和企业的非殖民化，振兴和文化可持续性。
This article introduces the art‐based action research (ABAR) methodology as part of the international discussion of art‐based educational research (ABER). The participatory and dialogical approach of ABAR was inspired by a consideration of the pressure for change in art education stemming from the practices of relational and dialogical contemporary art. The need for ABAR as a tool of culturally decolonising, sustainable art education research was identified in multidisciplinary collaboration with the University of Lapland's (UoL) northern and circumpolar network. The methodology was developed collaboratively by a group of art educators and researchers at UoL to support the artist/teacher/researcher with professional skills for seeking solutions to recognised problems and to promote future actions and aspirations in the changing North and Arctic. This article describes how ABAR has been used in school projects, in doctoral theses and finally in a development project with an impact on regional development in the North. These examples show how art education developed through the ABAR method has supported decolonisation, revitalisation and cultural sustainability in schools, communities and businesses.