Advertisement

In Search of an Artistic Curriculum Identity

  • Richard D. Sawyer
  • Lida Dekker
  • Melody Rasmor
Chapter

Abstract

As people go through major shifts in their lives, they often refer to their experience in earlier time periods as “in a different life.” This notion of disconnect between parts of one’s lived experience is problematic in that it reduces imaginal sources of conception and meaning making. This chapter explores this topic by examining the use of duoethnography in a curriculum studies class. One duoethnography in the class was conducted by Lida Dekker and Melody Rasmor, titled, “Nursing an Artful Practice: Finding the Aesthetic Groundings of our Practice.” In this study they examined earlier, artistic aspects of their identity, within the context of their current professional identities as nurse educators. This exploration led them to an awareness that their artistic sides, subordinated by current duties and responsibilities, were still present in their lives, contributing to their professional behavior. Stage two of the duoethnography presents a second study in which Richard Sawyer, Melody Rasmor, and Lida Dekker deconstruct the first study as text, examining it in relation to perceptions of classroom-and-life-history curriculum. In this discussion they examine how this class-based duoethnography reframed their perceptions of it as curriculum, illuminating a new process of cultural-and-personal imaginal reconceptualization.

Keywords

Physical Assessment Critical Race Theory Digital Storytelling Collective Voice Artful Practice 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Agosto, V., Marn, T., & Ramiriz, R. (2015). Biracial place walkers on campus. A trioethnography of culture, climate, and currere. International Review of Qualitative Research, 8(1), 109–126.CrossRefGoogle Scholar
  2. Aoki, T. T. (1993). Legitimating lived curriculum: Toward a curricular landscape of multiplicity. Journal of Curriculum and Supervision, 8(3), 255–268.Google Scholar
  3. Bakhtin, M. M. (1981). The dialogic imagination. Four essays. Austin: The University of Texas Press.Google Scholar
  4. Connelly, M. F., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press.Google Scholar
  5. Dekker, L. (2014). Informing nursing education: The meaning and experience of cultural safety as expressed by nurses in the Pacific Northwest. Pullman, WA: Washington State University.Google Scholar
  6. Doutrich, D., Arcus, K., Dekker, L., Spuck, J., & Pollock-Robinson, C. (2012). Cultural safety in New Zealand and the US: Looking at a way forward together. Journal of Transcultural Nursing, 23, 143–150. doi: 10.1177/1043659611433873.CrossRefGoogle Scholar
  7. Pinar, W. (2005). Curriculum. In S. J. Farenga, B. A. Joyce, & D. Ness (Eds.), Encyclopedia on education and human development. Armonk, NY: M.E. Sharpe Publisher.Google Scholar
  8. Rasmor, M. L. (2014). The implementation of digital story telling in nurse practitioner education. Doctoral dissertation, Washington State University.Google Scholar
  9. Sameshima, P. (2009). Climbing the ladder with Gabriel: Poetic inquiry of a methamphetamine addict in recovery. Rotterdam: Sense Publishers.Google Scholar
  10. Sawyer, R. D. (2010). Curriculum and international democracy: A vital source of synergy and change. Journal of Curriculum Theorizing, 26(1), 22–37.Google Scholar
  11. Sawyer, R. D., & Norris, J. (2015). Hidden and null curricula of sexual orientation. International Review of Qualitative Research, 8(1), 5–26.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2016

Authors and Affiliations

  • Richard D. Sawyer
    • 1
  • Lida Dekker
    • 2
  • Melody Rasmor
    • 2
  1. 1.Teaching and LearningWashington State UniversityVancouverUSA
  2. 2.College of NursingWashington State UniversityVancouverUSA

Personalised recommendations