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Artist teachers and democratic pedagogyCombining artistic practice with teaching is not unusual for teachers in the visual arts. A dual professional practice, which can be found throughout the field of art education with art teachers in all levels of education, requires a negotiation of roles and positions on a personal level and has impact on pedagogy. However, the binary opposition of artist versus teacher fails to comprise the diversity of practices where art making and teaching are combined. Not only does identification with artist or teacher vary, so does the extent to which the two disciplines are fused, to the point where it can be called a hybrid practice when the distinction between art and teaching is no longer relevant. The democratic nature of contemporary visual art making further problematises a singular model of artist teacher practice. In order to do justice to the personal strategies artist teachers employ in balancing their dual professional roles, this thesis proposes a multifaceted concept of artist teacher practice. In this thesis, the notion of hybridity and diversity in artist teacher practice and the implications for democratic models of teaching and learning is subject to both theoretical, empirical, and artistic inquiry. The employment of different lenses enables a multi-layered approach to a complex practice. By focusing on the knowledge incorporated in the practice of two Dutch artist teachers this thesis informs how artist teacher practice relates to models of democratic teaching and learning. The miniature dioramas visually explore my own perception of democratic learning spaces and add an extra auto-ethnographic layer of understanding to artist teacher pedagogy. Central in this thesis is the notion of a pedagogical thirdspace. A spatial representation of social realities helps to create a critical understanding of human life. A thirdspace is a place in the margins between reality and ideals (Soja, 1999). When binary models of understanding are exchanged for real-life knowledge of the pedagogical practice of artist teachers an ambiguous open space emerges, where there is room for experiential learning, uncertainty, risk-taking, care, equality, inclusion, tacit experience, sensitivity, play, flexibility, and conflict. The engaged pedagogy (hooks, 1994) of artist teachers emancipates learners because of the fact that the duality of the artist teacher invites learners to join in a democratic, living model of artistic practice.
Travelling to the top of the mountain: The use of found poetry to explore Palestinian and Arab teachers' perceptions and experience of their participation in a drama in education summer schoolThe purpose of this qualitative arts-based research study is to illustrate the potential of using found poetry to explore Palestinian and Arab teachers' perceptions and the experience of their participation in a drama in education summer school. The study sought to gain insight of how nine teachers from Palestine and Arab countries start their journey in learning drama and how they make sense of their experience. This study is grounded in narrative inquiry and interpretivist standpoint theories and presents teachers‘ lived experience in poetic form. In this study, I adopted a qualitative case study design paired with poetic research methodology to interpret and analyse the teachers‘ experiences in depth. The study uses semi-structured interviews and the reflective journals of nine participants in the drama in education summer school. Three key themes were identified: space and place, coexistence and the power of drama. I created forty found data poems representing these thematic findings in the words of participants. The poems were briefly analysed to open discussion and allow the readers to make their own interpretations. Found poetry was illustrated as a means of data analysis and re-presentation in qualitative research. The analysis and re-presentation of the teachers‘ interviews and reflective journals through found poetry led to an in-depth understanding of their experience. The findings of the study revealed that the summer school had a positive impact upon them. It offered them an opportunity to interact, communicate and coexist. The findings also revealed that drama had a positive impact upon teachers personally and professionally. It is concluded that researchers, education policymakers and teachers may benefit from understanding the experience of teachers‘ participation in the drama in education summer school through poetry.