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Taking Place and Mapping Space: How ...

Sutters, Justin Peter.

Taking Place and Mapping Space: How Pre-Service Art Education Students' Visual Narratives of Field Experiences in Urban/Inner-City Schools Reveal a Spatial Knowing of Place.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Taking Place and Mapping Space: How Pre-Service Art Education Students' Visual Narratives of Field Experiences in Urban/Inner-City Schools Reveal a Spatial Knowing of Place.
Author:	Sutters, Justin Peter.
Description:	309 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-03(E), Section: A.
Contained By:	Dissertation Abstracts International74-03A(E).
Subject:	Education, Art.
Subject:	Education, Teacher Training.
ISBN:	9781267683212
[NT 15000229]:	This doctoral study concerns itself with how primarily White, suburban, middle-class Art Education pre-service students are prepared in academia to teach in urban/inner-city schools. As a researcher, student-teaching supervisor, Cooperating teacher, and public school Art Educator, the author examines the shifting demographics of public education in an attempt to investigate alternative practices to mitigate problematic issues in the current teacher education model. Drawing heavily on the works of the Critical Geographer Doreen Massey, the author suggests that if "space is seen as being and time as becoming" (2005, p. 29), then a focus on becoming art teacher advances a temporal epistemology. He questions how a shift to a spatial paradigm with an ontological emphasis could allow PSS to focus on being an art teacher instead of becoming one.
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3530187

Taking Place and Mapping Space: How Pre-Service Art Education Students' Visual Narratives of Field Experiences in Urban/Inner-City Schools Reveal a Spatial Knowing of Place.
Sutters, Justin Peter.

Taking Place and Mapping Space: How Pre-Service Art Education Students' Visual Narratives of Field Experiences in Urban/Inner-City Schools Reveal a Spatial Knowing of Place. - 309 p.

Source: Dissertation Abstracts International, Volume: 74-03(E), Section: A.

Thesis (Ph.D.)--The Ohio State University, 2012.

This doctoral study concerns itself with how primarily White, suburban, middle-class Art Education pre-service students are prepared in academia to teach in urban/inner-city schools. As a researcher, student-teaching supervisor, Cooperating teacher, and public school Art Educator, the author examines the shifting demographics of public education in an attempt to investigate alternative practices to mitigate problematic issues in the current teacher education model. Drawing heavily on the works of the Critical Geographer Doreen Massey, the author suggests that if "space is seen as being and time as becoming" (2005, p. 29), then a focus on becoming art teacher advances a temporal epistemology. He questions how a shift to a spatial paradigm with an ontological emphasis could allow PSS to focus on being an art teacher instead of becoming one.

ISBN: 9781267683212Subjects--Topical Terms:

423243
Education, Art.

Taking Place and Mapping Space: How Pre-Service Art Education Students' Visual Narratives of Field Experiences in Urban/Inner-City Schools Reveal a Spatial Knowing of Place.
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100 1 $a Sutters, Justin Peter. $3 565631
245 1 0 $a Taking Place and Mapping Space: How Pre-Service Art Education Students' Visual Narratives of Field Experiences in Urban/Inner-City Schools Reveal a Spatial Knowing of Place.
300 $a 309 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-03(E), Section: A.
500 $a Adviser: Christine Ballengee-Morris.
502 $a Thesis (Ph.D.)--The Ohio State University, 2012.
520 $a This doctoral study concerns itself with how primarily White, suburban, middle-class Art Education pre-service students are prepared in academia to teach in urban/inner-city schools. As a researcher, student-teaching supervisor, Cooperating teacher, and public school Art Educator, the author examines the shifting demographics of public education in an attempt to investigate alternative practices to mitigate problematic issues in the current teacher education model. Drawing heavily on the works of the Critical Geographer Doreen Massey, the author suggests that if "space is seen as being and time as becoming" (2005, p. 29), then a focus on becoming art teacher advances a temporal epistemology. He questions how a shift to a spatial paradigm with an ontological emphasis could allow PSS to focus on being an art teacher instead of becoming one.
520 $a This particular study investigates the site observations of four undergraduate students at the Ohio State University that requested and/or agreed to be placed in an urban/inner-city school during their Winter Quarter in 2012. During the 12-week study, the participants collected visual and narrative data of their travels to, entrance into, and occupancy of the school and the surrounding area. Employing the use of hand-held media and ethnographic methods, participants were encouraged to document their experiences and engage in reflexive practices throughout the process. The participants used Google Maps to map out their trajectory to the site as a means of critically examining their positionality in relation to the school. Participants created a visual representation of their learning to disseminate with their peers in a formal presentation at the conclusion of the study.
590 $a School code: 0168.
650 4 $a Education, Art. $3 423243
650 4 $a Education, Teacher Training. $3 423108
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690 $a 0530
710 2 $a The Ohio State University. $b Art Education. $3 565630
773 0 $t Dissertation Abstracts International $g 74-03A(E).
790 $a 0168
791 $a Ph.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3530187

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