kerry power
art education research
research
Finefter-Rosenbluh, I., Power, K. (2023). Exploring preservice teachers' professional vision: Modes of isolation, ethical noticing, and anticipation in research communities of practice. Teaching and Teacher Education, 132, 1-11.https://doi.org/10.1016/j.tate.2023.104245
Abstract
Research-based teacher education programs are designed to develop preservice teachers' multifaceted attitudes to teaching, including their professional vision or the perceptual processes and ability to notice and interpret education fundamentals in a classroom. Nonetheless, such programs' influence on preservice teachers' professional vision remains unclear. Utilising Australian preservice teachers’ interviews, research projects and surveys in a research-based teacher education program built upon principles of Communities of Practice (CoPs), this study illuminates modes of isolation, ethical noticing, and anticipation in shaping their professional vision. The latter captures an emerging capacity to (re)structure schooling fundamentals as research/practice amalgamations rather than merely practice-driven constructs. © 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license.
Power, K., Almeida, S., Cowan, N. (2022). Adaptation of Environmental and Sustainability Education During the COVID-19 Pandemic. In: Cahusac de Caux, B., Pretorius, L., Macaulay, L. (eds) Research and Teaching in a Pandemic World. Springer, Singapore. https://doi.org/10.1007/978-981-19-7757-2_11
Abstract
The delivery of environment and sustainability education in pre-service teacher programs has been challenged due to the COVID-19 pandemic and lockdown conditions. Our histories and experiences as three academics are examined when adapting environment and sustainability education when forced remote learning was introduced at the beginning of 2020 in the higher education sector. While there is research regarding remote learning, the unique circumstances that transpired when shifting to forced remote learning conditions during a pandemic required examination. Using a collaborative autoethnography, we explore meaning making and how we adapted our thinking and delivery from outdoor experiential activities to remote learning activities whilst trying to create meaningful experiences for students who were restricted in their environments. Drawing on Yuval-Davis' theory of situated intersectionality, we recognised that adapting to forced remote learning was an opportunity to lean on each other for support despite the various academic stages we occupied. Our diverse histories and experiences re-emerged in a collective and yet different learning space. The situated intersectionality of our collaboration and the physicality of our present location enhanced how we learnt and worked together by deepening our own understanding and practices.
Power, K. (2020). Diffraction as artistic process. Writing Visual Culture, 9, 76-82.https://www.herts.ac.uk/__data/assets/pdf_file/0008/293273/TVAD_WVC-Volume9-07-20.pdf
Abstract
Barad’s theorisation of diffraction supports the following interrogation as artistic process. Diffraction, used in this context, demonstrates a combustible sum of melting, active, sifting and overlapping applications to embrace artistic process as co-constitutive and intra-active. This position differentiates reflection as a metacognitive process often associated with artmaking and educational research. The divide between reflection and diffraction in this article is not presented as a binary comparison, but rather as theoretical and political arguments aimed to disrupt the weight awarded to humanist and patriarchal ways of thinking and doing. Art-making is considered an active form of thinking rather than a passive collection of experience. The author provides access to an artwork made to support this examination.
Power, K. (2019). Ethical problems in virtual research: Enmeshing the blurriness with Twitter data. E-Learning and Digital Media, 16(3), 196–207. https://doi.org/10.1177/2042753019834954
Abstract
When conceptualising knowledge gained from tapping into an internet data pool, one may question many things which can include the role of the researcher and the researched, privacy and ethics, intention, authenticity and the vastness of scope. The researcher, regardless of research intention including moral or ethical positions, must acknowledge that there are billions of nuances affecting online user participation. Ethical boundaries surrounding available data deemed ‘public’ in a program like Twitter, for example, are not easily wrapped in a terms of service agreement. Ethical problems in virtual research are expansive, and it is necessary to frame how and why researchers should address them. In the following paper, I outline some significant ethical issues in virtual research and address perceived pluralities as enmeshment. Drawing on Barad's (2007, 2010, 2014) theoretical model of diffraction, I poke holes through ethical blurriness and think through ethical possibilities for researchers, including online presence, data collection practices and participant agency
Power, K. (2018). Art educators on twitter: How can diffraction trouble and stimulate virtual intra-active process in art practice and education? Australian Art Education, 39(3), 441–454. https://search.informit.org/doi/10.3316/informit.155218355397392
Abstract
Virtual engagement and communication infiltrates perception and learning and has wide-ranging implications for educator use. This article introduces a study of art educator communication on the social media system Twitter to support thinking with virtuality in art practice and art education. Virtual, transmissive processes have been considered by creating artwork and analysing data using a diffractive lens. Diffraction is defined by referring to Barad's (2007) conceptual model of light penetrating, bouncing off, and illuminating matter. I explore my synergistic relationship with virtuality by thinking with, through and around data to challenge how art educators might make use of virtuality in art education.
Art and Design as Agent for Change International Journal of Art and Design (iJADE) 2017 | conference-paper
New materialism and possibilities for educational transformation Australian Association for Research in Education (AARE) 2016 | conference-paper
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