On 25th June 2016 Cambridge University EdD students collaborated to participate in the annual Education Doctoral conference. This years theme resonated around the concept of reflexivity. The thinglink below shares a research community contribution from participants in the Well-being and Creativity Research Group. I had the role of collating the groups contributions into this thinglink design to share our contributions during a presentation. In this post I will summarise the conference experience and will discuss how aspects of the conference resonate with my own research on cognition.
Using the thinglink above I hoped to generate an artefact that would fuel aesthetic discourse around our groups key contributions. The artwork which hosts the groups content is a visual metaphor for our evolving EdD experience. All members of our group are on individual and collaborative research journeys, these journeys can be turbulent and frequently change direction, as a result of reflexivity the map like structure articulates this. Maps can be read or interpreted in different ways, you can take different routes to reach similar destinations and you can be influenced by people or experiences en route, this parallels with a doctorate. Different themes and events hold significance for each group member and these are shared through hotspots on the multimedia thinglink.
Conference Key Themes:
A few of the key concepts that were explored at the conference include: a) The meaning of reflexivity in a modern world, b) Reflexivity of the self, practice and professions and c) Physical and digital writing strategies. The word cloud above also depicts other themes discussed.
Professor Pat Thompson started the conference with a keynote concerning reflexive strategies in the contemporary world, a significant statement made was that we are all reflexive beings in todays life. Her presentation focused on how to deal with this in relation to research and how research can assist us in making informed choices about educational practice. The three images below further illuminate the messages touched upon.
Image one illuminates different forms of reflexivity, to contribute to this I am aware that reflexivity has been defined as a cause and effect process (Scott and Morrison, 2005) which can affect both the researcher and researched. When writing reflexively, through an artistic, poetic or as I believe technologic self, fluidity in research stories can be articulated (Reed-Danahay, 1997; Spry, 2001). This blog for example acts as an element of my personal reflexive self, in which as Pat Thompson suggests different modes of reflexivity may emerge. It would be interesting to analyse blog content in relation to reflexive forms to identify how I use this within my own research practice, an area in which the conference has evoked my thinking.
Image two moves the keynote story forward to consider how blogging the doctoral self contributes to the reflexive process. Suggestions made included scholary presence, knowledge sharing, the valuable nature of slow thought and pleasure. I can empathise with these ideas, blogging has enabled me to explore who I am as an art educator, this identity is still emerging. It provides a platform to share thinking as it develops, enables a step back, self reflection and brings pleasure, if I’m honest tension also emerges-mainly in relation to what content or how much to share. But the ability to blog is proving so valuable to me as a multi-media tool to engage all components of myself: artist, teacher, researcher, learner, writer etc. in my doctoral story. To contribute to the consideration of how blogs can be used and analysed in higher education myself and colleague Helen Caldwell have recently published an article exploring this domain. Caldwell, H. and Heaton, R. (2016). The interdisciplinary use of blogs and communities in teacher education. The International Journal of Information and Learning Technology. 33.3, 142-158.
Image three determines a selection of the different categories doctoral blogs can come under, this led to discussions about how social media and a digital presence in general influences and impacts upon the doctoral self. Grushka (2007) discusses how exhibitions provide glimpses into artists’ worlds, enabling interpretations and reflections on the self and society whilst providing validation of self knowledge. As an artist and blogger, I feel this transcends across to my own discipline, if Joseph Beuys is correct stating we are all artists, then we are all able to exhibit our reflexive self, it is how we do this which becomes influential.
The messages shared in Professor Thompson’s keynote were revisited, revised and remodelled throughout the conference. EdD community groups presented, as identified in the thing link above, posters were shared and student presentations made. The conference became a web of connectivity and reinforced the value of reflexive collaboration in EdD journeys.
In relation to how my own cognition developed through this experience I can honestly say that I am beginning to understand some of the ways in which I think (Sternberg and Sternberg, 2012), I am gaining awareness of my own consciousness as an art educator (Eisner, 2002). For example the narrative of this blog is helping me to make cognitive connections between my ideas whilst helping me to build an identity and awareness of my own culture and position in it. Learning connections are being made by writing and sharing digital content, this is fuelled by the reflexive process (Sullivan, 2005), I am capturing the movements of my mind in a two fold reflexive process by reflecting on experiences then reflecting upon these reflections. This strategy, which I have only just become aware of (an example of miscognition (Tavin, 2010) perhaps) is the entity which is helping me to understand how I am learning and engaging actively with my own transcognition (Sullivan, 2010).
Caldwell, H. and Heaton, R. (2016). The interdisciplinary use of blogs and communities in teacher education. The International Journal of Information and Learning Technology. 33.3, 142-158.
Eisner, E. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.
Grushka, K. (2005). Artists as reflective self‐ learners and cultural communicators: an exploration of the qualitative aesthetic dimension of knowing self through reflective practice in art‐ making, Reflective Practice: International and Multidisciplinary Perspectives, 6:3, 353-366. DOI: 10.1080/14623940500220111
Reed-Danahay, D. (ed) (1997). Auto/ethnography: Rewriting the self and the social. Oxford: Berg.
Scott, D. and Morrison, M. (2006). Key ideas in educational research. London: Continuum.
Spry, T. (2001). Performing auto-ethnography: An embodied methodological praxis. Qualitative Inquiry, 7, 706-732. Retrieved from: http://qix.sagepub.com/cgi/content/abstract/7/6/706
Sternberg, R. Sternberg, K. (2012) Cognition. (6th ed.) Canada: Wadsworth, Cengage Learning.
Sullivan, G. (2005, 2010). Art practice as research. (1st and 2nd eds.). London: SAGE
Tavin, K. (2010). Six acts of mis-cognition: Implications for art education. Studies in Art Education,52.1, 55-68.