Assessing the Authentic Knower Through Contemplative Arts-Based Pedagogies In Qualitative Inquiry

Authors

  • Kakali Bhattacharya Kansas State University
  • Meaghan Cochrane Kansas State University

Keywords:

Arts-based, qualitative, privileges, social justice

Abstract

In this paper the authors explore the role of contemplative, arts-based practices and pedagogies in a doctoral level qualitative research class to create an understanding of self, self in relation to others, and understanding social structures of oppression as manifested through un/earned privileges. The intent of the class was to activate the authentic inquirer within and to frame a deep awareness of researcher positionality in qualitative inquiry. The authors (instructor and student in the class) discuss how creating a self-portrait and engaging in a duoethnography project cultivated the authentic inquirer. Using differentiated, formative, developmental, and honor-based assessment practices, the authors explore how interrelatedness of being became the key cornerstone of the learning experiences which were extended beyond the classroom.

Author Biographies

Kakali Bhattacharya, Kansas State University

Kakali Bhattacharya is an associate professor, of qualitative research, at Kansas State University. Housed in the department of Educational Leadership, her research interests are transnational race, class, gender, nationality issues in higher education in the U.S., technology-integrated learning and social spaces, and contemplative approaches to qualitative inquiry. Specifically, she is interested in arts-based approaches to qualitative inquiry, which integrates various contemplative practices. 

Meaghan Cochrane, Kansas State University

Meaghan Cochrane is a doctoral student in Curriculum and Instruction at Kansas State University. Her research interests include rural place attachment; homelessness; and socioeconomic and anti-poverty issues within K-12 rural classroom environments. Her doctoral research focuses primarily on the effects of homelessness among students in rural communities.

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Building Just Communities: JOCI Vol. 4, No. 1, 2017

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Published

2017-09-12

Issue

Vol. 4 No. 1 (2017): Building Just Communities

Section

Articles