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Deconstructing the taken-forgrantedness of institutional knowledge and power in arts education: Restoring the voice of the creative student

Citation

Steton, M and Trouton, L, Deconstructing the taken-forgrantedness of institutional knowledge and power in arts education: Restoring the voice of the creative student, Echoes: Ethics and Issues of Voice in Education Research, Sense Publishers, W Midgley, A Davies, ME Oliver, and PA Danaher (ed), Netherlands, pp. 95-109. ISBN 978-94-6209-490-1 (2014) [Research Book Chapter]

Abstract

In Paul Ashwin's (2009) critique of much research into teaching-learning processes in higher education, he notes the shortcomings of approaches to research that tend to focus exclusively on either the lecturer-practitioner's or student's perspective rather than analysing the ongoing dynamic interplay between lecturer-practitioners and students (2009). In particular he notes the need for research methods that bring transparency to the emerging and shifting relations of power between these two primary stakeholders.

Item Details

Item Type:Research Book Chapter
Keywords:arts, students, education, students
Research Division:Studies in Creative Arts and Writing
Research Group:Art Theory and Criticism
Research Field:Art Theory
Objective Division:Cultural Understanding
Objective Group:Arts and Leisure
Objective Field:The Creative Arts (incl. Graphics and Craft)
Author:Trouton, L (Dr Lycia Trouton)
ID Code:118628
Year Published:2014
Deposited By:Faculty of Arts
Deposited On:2017-07-14
Last Modified:2017-07-19
Downloads:0

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