Publications and Research
Document Type
Book Chapter or Section
Publication Date
2021
Abstract
In this article we explore the use of arts-based methods within a bricolage research approach (Kincheloe et al., 2011) for exposing and reflecting upon power, relationships, and meaning-making in educational settings. As three teacher-researchers oriented towards critical pedagogy and inspired by Joe Kincheloe and Ken Tobin’s (2009) critique of the endurance of positivist onto-epistemologies in education, we present a bricolage of three narratives that employ drawing, collage- making and fiction in order to critically examine and evoke, in non-linear and visual ways, our experiences and struggles within positivist educational regimes. Through our explorations, we hope to challenge the dualistic and objectifying views that underlie positivism, and to situate arts-based methods as a powerful tool for engaging in a bricolage approach to critical pedagogy research.