Foundations of a bricolage method: using learning stories for the co-production of curriculum design, impacting experiences of learning difference within Higher Education.

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    Abstract

    This paper presents early stage research activities, including observations of one woman’s creative process investigating her own experiences of dyslexia. A ‘bricolage’ research method allows for emergent and responsive approaches to discovering potentially new Higher Education ‘classroom-based’ teaching methods which may work effectively and inclusively for differing learning needs. Book-making and story-telling are utilised in a project inquiring into learning and related emotional and behavioural landscapes. The planning process for gathering narratives, presenting, developing collaborations and making use of participatory action research strategies are described. The project offers empowerment of practice through working with students as partners, as well as offering the opportunity for wider staff development and for student development through reflective activity and co-production. It is hoped that individual stories may shape learning for all, seeking to act as an agent of change. Theoretical frameworks are drawn from critical education concepts and art psychotherapy practice.
    Original languageEnglish
    Pages (from-to)37-49
    Number of pages14
    JournalJournal of the Foundation Year Network
    Volume1
    Issue number1
    Publication statusPublished - 19 Dec 2019

    Keywords

    • participatory action research
    • foundation year
    • higher education
    • learning
    • teaching
    • stories
    • bricolage
    • reflexivity
    • reflective
    • critical pedagogy
    • narrative
    • dyslexia
    • art psychotherapy

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