Studieinfo emne PHUV9380 2020 HØST
Emneplan forPHUV9380 Kunstbaserte forskningsprosesser – en introduksjon
- Engelsk emnenavn
- Arts-Based Research Processes – An Introduction
Høst: Ph.d.-studium i utdanningsvitenskap for lærerutdanningVår: Ph.d.-studium i utdanningsvitenskap for lærerutdanning
- 5 stp.
Approved by the Doctoral Committee 28.03. 2019. Minor changes approved 27.04.2020.
This PhD-course is open for candidates at the PhD Programme in Educational Sciences for Teacher Education, PhD candidates from other relevant programmes, and academic employees.
Language: English (and Norwegian, dependent on the language of participants).
The course introduces arts-based research (ABR) and processes related to ABR that are relevant in traditional qualitative research as well. Accepting knowledge as also being tacit, and the arts as important fields of understanding, today’s educational research often include aesthetical and arts-based processes. ABR is an umbrella term covering different research methodologies that draw their inspiration, concepts, processes or representational forms from the arts. To satisfy the expected transparency in research, processes involving arts-based media also need to be discussed and made explicit, whether one considers oneself to be an artist or not.
In this introductory course, methodologies such as aesthetically based research, a/r/tography, practice-led research and artistic research will be presented and discussed, as will onto-epistemological issues related to ABR in general and the different methodologies. Furthermore, the students will participate in workshops investigating core elements of ABR, such as embodiment, empathy and material, formal and relational sensitivity. There will also be workshops exploring writing processes in ABR, related to narrative, poetical, fictional and essayistic genres. Finally, seminars presenting and discussing the participants’ projects will amount to parts of the course.
On completion of the course, the candidate will have achieved the following learning outcomes:
- is in the forefront of knowledge concerning core elements of ABR and master the theory behind such elements in research
- has in-dept knowledge of ontological, epistemological and ethical issues related to ABR
- can evaluate the expediency and application of different methodological and analytical approaches within the umbrella term ABR
- has in-dept knowledge of different alternative writing genres, relevant in ABR and can contribute to the development of new forms of documentation in the field
- can handle complex ABR issues, challenge established ABR practices and critically analyse relationships between theories of knowledge and ABR
- can use relevant techniques to enhance and elicit their own embodiment, empathy and material/formal/relational sensitivity in research and artistic development
- can formulate problems, plan, carry out and critically discuss relevant ABR processes in their own research
- can use writing processes of a high international standard as reflection tools throughout their research phases
- can identify and discuss relationships and conflicts between other scientific theories and theories in ABR, related to his/her field of research with scholarly integrity
- can give well-structured presentations and participate in debates in international forums assessing the need for practice innovation in ABR
- can communicate research and development work through recognized Norwegian and international channels, relevant for ABR
- can assess the need for, and manage, interdisciplinary assignments and project involving ABRs
Arbeids- og undervisningsformer
The first part of the course is a seminar given over three subsequent days. The working methods include lectures, discussions, practical workshops, as well as student presentations. Candidates are expected to actively participate in all the teaching activities, including presenting their project.
The second part of the course is related to the written text/essay and includes supervision one to two months after the seminar.
Preparations for the course
Students are encouraged to attain knowledge of parts of the syllabus prior to the course to be able to participate actively in discussions.
Arbeidskrav og obligatoriske aktiviteter
Coursework requirement are:
1. 80 % attendance on the course. Absence beyond 20 % can be accepted in certain cases, after application and additional work.
2. Accepted oral presentation: During the seminar, the candidate prepares a 10 minutes’ oral presentation of their project/topic relevant to ABR. The presentation can be in Norwegian, Swedish, Danish or English. Following the presentation there will be a sequence in which the candidate responds to questions and receive comments from the course leader and others.
Vurdering og eksamen
The candidate writes an individual essay or alternative text, 2000 - 4000 words plus reference list. The essay /text must be written in Norwegian, Swedish, Danish or English.
In case of failed exam/legal absence, the candidate may have a new exam under the same conditions when a new/postponed exam is arranged. If the essay/text is graded with "fail", the candidate must submit a revised version within a given time limit.
The grades are "pass" or "fail". The requirement for "pass" is that the essay/text builds on the learning outcomes and on parts of the syllabus.
The essay/text will be assessed by the course coordinator and a member of the academic staff with relevant genre competence.
The target groups are PhD candidates / students and scientific staff who want to learn about arts-based research processes and thereby expand their research tool kit. The course aims at PhD candidates admitted to the PhD Program in Educational Sciences for Teacher Education and other relevant programmes. It is also open to staff members at OsloMet and other universities / college. The course is also open for candidates from other universities in Norway and abroad.
The admission requirement is a five-year master’s degree (three years + two years) or equivalent qualifications in teacher education, other pedagogical education, educational science, development studies, or other education on equivalent level in subjects relevant for teacher education.
In case of a large number of applicants, PhD-students enrolled in the PhD programme in Educational Sciences for Teacher Education will be prioritized, then students in other PhD-programmes, then academic employees at the Faculty of Teacher Education and International Studies.
Applicants that are not enrolled on the PhD-programme at the Faculty of Education and International Studies at OsloMet must send a summary in English of maximum one A4 sheet with relevant information about their own project / area of interest, containing topic, methodology, theoretical approach, and why this course might be relevant for their project.