Researching Disturbed, Disturbing Art: Using Typography to Re/Present Educational Research.
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This paper argues that typography can be an affective re/presentational strategy when used as a medium within the research framework of arts-based inquiry. Grounded in a larger comparative case study exploring the experiences of two elementary teachers in south Texas, the purpose of this paper is to (1) situate typography within the field of arts-based inquiry, (2) explore typography as a research process and product, (3) examine interpretive aspects of typography as representations of research data, and (4) present a rationale for the use of typography in educational research. Purposeful and criterion sampling enabled the selection of teachers who were able to provide insight on the topic being investigated. Data includes open-ended interviews and typographies created by the researchers and participants in a collaborative process. As a nexus of both literary and visual art, typography conceives of an object by manipulating the visual form of language. This juxtaposition of language with art is appropriate and important in educational research, enabling the author/artist to communicate in a manner that provides insights into participants' experiences with space for emotion, interpretation, and reflection. (Contains 4 figures and 2 tables.)
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|Author:||Loveless, Douglas J.; Bhattacharya, Kakali; Griffith, Bryant|
|Date:||Mar 6, 2012|
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