Arts-Informed Narrative Inquiry: Crossing Boundaries of Research and Teaching-Learning

  • Jasna Krmpotić Schwind Ryerson University
  • Gail M. Lindsay University of Ontario Institute of Technology

Abstract

Creative engagement accesses profound knowing and understanding that is not reachable by words alone. Situated in Connelly and Clandinin’s Narrative Inquiry, we use creative self-expression in teaching-learning, research, and practice. We examine artful approaches used in research with students and nurses in mental health, and in our classrooms. Through such artful inquiry we push the boundaries of what it means to co-create knowledge. Our students, future caregivers, learn how knowing has both epistemological and ontological dimensions. In our experience, it is embodied knowing that has the greatest potential for making connections with those in our care.

Published
2016-04-01
How to Cite
SCHWIND, Jasna Krmpotić; LINDSAY, Gail M.. Arts-Informed Narrative Inquiry: Crossing Boundaries of Research and Teaching-Learning. LEARNing Landscapes, [S.l.], v. 9, n. 2, p. 473-487, apr. 2016. ISSN 1913-5688. Available at: <http://www.learninglandscapes.ca/index.php/learnland/article/view/Arts-Informed-Narrative-Inquiry-Crossing-Boundaries-of-Research-and-Teaching-Learning>. Date accessed: 24 apr. 2018.