Literaturnachweis - Detailanzeige
| Autor/in | Neary, Aoife |
|---|---|
| Titel | Preparing to Research LGBTQI+ Lives with Children: An Imaginary Conversation with Kathleen Quinlivan about Failure, Art and Hope |
| Quelle | In: Sex Education: Sexuality, Society and Learning, 23 (2023) 3, S.345-352 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Neary, Aoife) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1468-1811 |
| DOI | 10.1080/14681811.2022.2061443 |
| Schlagwörter | Sex Education; Elementary School Students; Homosexuality; Research Methodology; Controversial Issues (Course Content); Art; LGBTQ People; Educational Research; Failure |
| Abstract | At this juncture, I find myself orientating towards the unruliness of doing arts-based praxis-oriented research with primary school-aged children (aged 5-12) on the topic of LGBTQI+ lives. As I prepare for what feel like disruptive research directions that will chart what many still consider to be forbidden territory with children, I attempt to connect with, remember and think with Kathleen Quinlivan. In a sense, this article is an imaginary conversation as I embark on the at once exciting and daunting messiness of doing arts-based research with children. Working with Kathleen's concept of 'affective failure', I reflect on the inevitability of failure in this kind of research, and how dominant discourses of mastery and success weigh heavily on the teacher/researcher disposition. Thinking also with her reflections on 'affective practice', I consider how to maintain an orientation towards being 'undone' in research encounters with children, and about the generative potential of art and arts-based research methods for coming at controversial topics 'slantwise'. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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