This thematic volume explores the relationship between the arts and learning in various educational contexts and across cultures, but with a focus on higher education and organizational learning.
Author: Tatiana Chemi
Category: Business & Economics
This thematic volume explores the relationship between the arts and learning in various educational contexts and across cultures, but with a focus on higher education and organizational learning. Arts-based interventions are at the heart of this volume, which addresses how they are conceived, designed, carried out, and assessed in different higher educational and cultural contexts. Readers will discover diverse perspectives of the contributing authors from across the world and from a variety of settings: formal education, informal learning for adults and organisational learning. A necessary introductory conceptualisation sets the stage for the discussion of the different cases, with chapters presented according to the art forms the address: performing arts, dance, music, language arts, visual arts, multi-arts and a conclusive chapter on future perspectives for arts-based educational approaches. Arts-based Methods and Organisational Learning: Higher Education Around the World will inspire and inform both scholars and practitioners who are dealing with the arts in education and organisations.
139–157). Hershey: IGIglobal. Chemi, T. (2018). Transgressive or instrumental? A paradigm for the arts as learning and development. In T. Chemi & X. Du (Eds.), Arts-based methods and organizational learning ...
Author: Tatiana Chemi
Arts-Based Education: China and Its Intersection with the World investigates the field of arts-based educational practices and research.
A paradigm for the arts as learning and development. In T. Chemi & X. Du (Eds.), Arts-based methods and organizational learning: Higher education around the world (pp. 19–40). Cham, Switzerland: Palgrave Macmillan.
Author: Piero Formica
Publisher: Emerald Group Publishing
Category: Business & Economics
By dwelling on the need for the convergence of business, innovation and the arts, this book highlights the value of lowering the psychological, organizational and institutional barriers that keep them apart. For educators and practitioners, this is an in-depth discussion designed to stimulate awareness of the issues facing business education.
This original new book represents a variety of art forms across different professional contexts.
Author: Jeff Adams
Publisher: Intellect Books
This original new book represents a variety of art forms across different professional contexts. Its focus is on the ways that educational practitioners and leaders from a range of cultures, disciplines, professions and organizations practice arts-based research, and it explores how these can enable innovative means of learning and enhance professional and organizational development. This vibrant project allowed for long term systematic conversations between a large and unusually diverse group of twenty-nine people from eight organisations in six countries. It was unusually diverse in many senses: for some the word ‘data’ meant little, for others it was central to their daily work; for some artistic practice was core, while for others the arts were a means to an end; while some were social entrepreneurs running their own companies others were researching in universities and a number were doing both; some were working within the STEM disciplines of business, management, engineering, science, technology, sustainability and the built environment, others were in the social sciences of social and health care, education and youth work while others were engaged in rapid or long term social and cultural action as a means of resisting state violence and military occupation; some worked in one of the safest countries on the planet, others in one of the most tear-gassed refugee camps in the world. Within these professional groups there were also ranges of experience, for example senior researchers, early career researchers, PhD students, seasoned professional artists and newcomers to arts forms. Whilst the main communication of this group was English, six other major languages were spoken, Estonian, Finish, Catalan, Spanish, Arabic and key stakeholders bought Swedish and Japanese into the space. This meant that while the conversations in and about arts-based practice were transnational, interdisciplinary and systematic, they had all the messy, troubled-ness that the intercultural on all of the above levels brings with it. This unique and exciting collection discusses how creative arts practices can have a significant impact on research across a range of international contexts, drawing on their own field of research and educational experience. For instance, drama, music, dance and visual arts can be used to understand how learners internalise concepts, reflect on how decisions are made in the midst of action in leadership education, or investigate the use of the intuitive alongside the rational and analytical in their educational experience. Non-textual arts-based forms of research can also provide modes of investigation into pedagogical and professional practices when applied to fields that normally lie outside of the arts. Its greatest strengths are its focus on arts-based research as a way of learning in a variety of contexts, and often in collaboration. Its consistent theoretical, artistic and professional engagements make it a very readable and engaging read. The representation of a variety of art forms across different professional contexts means that this book will have appeal to several readerships in higher education, including the following groups. Academics and practitioners using arts-based methods in organisation and business settings. Researchers in the arts and researchers generically in the social sciences, humanities and arts. University students of the arts, education and professional studies, especially those interested in the wider international and intercultural diversity of research methodologies. Those working in international research teams using any form of qualitative research will also find this collection very interesting. It also has potential interest for groups outside higher education with an interest in arts-based research – for example community groups looking to explore collaborative projects.
Author: Elena P. AntonacopoulouPublish On: 2018-10-01
With Xiangyun Du, she edited Arts-based Methods and Organisational Learning: Higher Education Around the World, Palgrave (2018) and Arts-based Methods in Education Around the World, River Publisher (2017). She is currently involved in ...
Author: Elena P. Antonacopoulou
Category: Business & Economics
The first volume of this ground-breaking book critically examines how and why arts-based methods such as choir conducting workshops and dialogue improvisation can make a difference in improving professional practice. Taking a ‘human-centred’ approach, it delivers an insightful account of what these approaches do differently to achieve a new mode of learning – ‘sensuous learning’ – that cultivates professional judgment to serve the common good, simultaneously supporting personal and collective growth. The chapters present cutting edge examples of multiple ways arts-based methods underpin learning arenas for expanding leadership and improving professional practice. The reflexivity cultivated through these learning arenas has the unique potential to improve professional practice, not merely by enhancing competence but also by cultivating character and conscience, which is central in making judgments that serve the common good. These benefits are relevant for professional practitioners sharpening the skills and behaviours needed in organisations, including creativity, diversity, imagination, and improvisation.
The focus on arts-based innovation is growing globally. The recently published text Arts-based methods and organizational learning; higher education around the world mapped and explored a variety of arts-based methods (ABM) and contexts ...
Author: Abdeljalil Akkari
Publisher: Springer Nature
This open access book takes a critical and international perspective to the mainstreaming of the Global Citizenship Concept and analyses the key issues regarding global citizenship education across the world. In that respect, it addresses a pressing need to provide further conceptual input and to open global citizenship agendas to diversity and indigeneity. Social and political changes brought by globalisation, migration and technological advances of the 21st century have generated a rise in the popularity of the utopian and philosophical idea of global citizenship. In response to the challenges of todays globalised and interconnected world, such as inequality, human rights violations and poverty, global citizenship education has been invoked as a means of preparing youth for an inclusive and sustainable world. In recent years, the development of global citizenship education and the building of students global citizenship competencies have become a focal point in global agendas for education, international educational assessments and international organisations. However, the concept of global citizenship education still remains highly contested and subject to multiple interpretations, and its operationalisation in national educational policies proves to be challenging. This volume aims to contribute to the debate, question the relevancy of global citizenship educations policy objectives and to enhance understanding of local perspectives, ideologies, conceptions and issues related to citizenship education on a local, national and global level. To this end, the book provides a comprehensive and geographically based overview of the challenges citizenship education faces in a rapidly changing global world through the lens of diversity and inclusiveness.
Organizational learning: A theory of action perspective. ... Organizational learning II: Theory, method and practice. ... As a research method, arts-based approaches consist of the merging of the conventions of 'traditional' qualitative ...
Author: David Coghlan
Action research is a term used to describe a family of related approaches that integrate theory and action with a goal of addressing important organizational, community, and social issues together with those who experience them. It focuses on the creation of areas for collaborative learning and the design, enactment and evaluation of liberating actions through combining action and research, reflection and action in an ongoing cycle of cogenerative knowledge. While the roots of these methodologies go back to the 1940s, there has been a dramatic increase in research output and adoption in university curricula over the past decade. This is now an area of high popularity among academics and researchers from various fields—especially business and organization studies, education, health care, nursing, development studies, and social and community work. The SAGE Encyclopedia of Action Research brings together the many strands of action research and addresses the interplay between these disciplines by presenting a state-of-the-art overview and comprehensive breakdown of the key tenets and methods of action research as well as detailing the work of key theorists and contributors to action research. To watch a video of editor David Coghlan discuss the importance of this major reference work as well as the implications, challenges and successes of editing The SAGE Encyclopedia of Action Research, click here: http://youtu.be/P6YqCdZCZCs
Arts-based methods in education around the world. River. Chemi, T., & Du, X. (Eds.). (2018). Arts-based methods and organizational learning. Higher education around the world. Palgrave Macmillan. Davidson, S. (2017).
Author: Laura Lee Douglass
Trauma in Adult and Higher Education: Conversations and Critical Reflections invites readers to think deeply about the experiences of trauma they witness in and outside of the classroom, because trauma alters adult learners' experience by disrupting identity, and interfering with memory, relationships and creativity. Through essays, narratives, and cultural critiques, the reader is invited to rethink education as more than upskilling and content mastery; education is a space where dialogue has the potential to unlock an individual’s sense of power and self-mastery that enables them to make sense of violence, tragedy and trauma. Trauma in Adult and Higher Education: Conversations and Critical Reflections reveals the lived experiences of educators struggling to integrate those who have experienced trauma into their classrooms - whether this is in prison, a yoga class, or higher education. As discourses and programming to support diversity intensifies, it is central that educators acknowledge and respond to the realities of the students before them. Advocates of traumasensitive curriculum acknowledge that trauma shows up as a result of the disproportionate amount of violence and persistent insecurity that specific groups face. Race, gender, sexual orientation, ability, and immigration are all factors that expose individuals to higher levels of potential trauma. Trauma has changed the conversations about what education is, and how it should happen. These conversations are resulting in new approaches to teaching and learning that address the lived experiences of pain and trauma that our adult learners bring into the classroom, and the workforce. This collection includes a discussion of salient implications and practices for adult and higher education administrators and faculty who desire to create an environment that includes individuals who have experienced trauma, and perhaps prevents the cycle of violence.
Arts - based methods and organizational learning : Higher education around the world . Springer . Christoffersen , J. ( 2021 , March 9 ) . Forskere : Den politiske offensiv mod » pseudoforskning « er fordomsfuld og farlig .
Bringing together an extraordinary range of international scholars and practitioners that include contemporary visual artists, poets, choreographers, activists, film-makers, theatre-makers, magicians, and circus artists, the contributors situate their rebellious practices of knowledge production and upheaval in the academy and in society.
... creation by using artistic organizational innovation methods: Experiences from a Finnish woodprocessing company. Futures, 47, 59–68. Pässilä, A., Owens, A., & Pulkki, M. (2016). Learning jam: An evaluation of the use of arts-based ...
Author: Meliha Handzic
Category: Business & Economics
This book presents a series of studies that demonstrate the value of interactions between knowledge management with the arts and humanities. The carefully compiled chapters show, on the one hand, how traditional methods from the arts and humanities – e.g. theatrical improvisation, clay modelling, theory of aesthetics – can be used to enhance knowledge creation and evolution. On the other, the chapters discuss knowledge management models and practices such as virtual knowledge space (BA) design, social networking and knowledge sharing, data mining and knowledge discovery tools. The book also demonstrates how these practices can yield valuable benefits in terms of organizing and analyzing big arts and humanities data in a digital environment.