Abstract
Within the field of education, arts-based research is emerging as an inquiry tradition that reaches beyond disciplinary boundaries—creating innovative junctures among art, education, and research. Individuals with diverse talents and interests are being drawn to this newly coalescing discourse community and, in turn, are engendering rich and multifocal conversations not only about specific examples of arts-based research but also about the broader meanings of this approach to educational inquiry. These meanings, the authors contend, represent different positions within the field, and as the positions are articulated and debated, the contours of the discourse begin to take form. For this reason, the authors call on members of the arts-based discourse community to offer logics-of-justification for their work and thereby contribute to an evolving culture of inquiry grounded in aesthetic rather than scientific ways of knowing.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
