Re-MARKING PLACES: AN A/R/TOGRAPHY PROJECT EXPLORING STUDENTS’ AND TEACHERS’ SENSES OF SELF, PLACE AND COMMUNITY A thesis submitted in partial fulfillment of the requirements for the Degree of Doctor of Philosophy in Education School of Teacher Education The University of Canterbury Trudy-Ann Barrett 2014 Re-MARKING PLACES Dedication To my husband, Fernandez Barrett— I can’t remember a time when you were not there! To my mom, dad and grandmother— for your unwavering love, prayers and support. I LOVE YOU! Re-MARKING PLACES Table of Contents Acknowledgements ................................................................................................................... i Abbreviations .......................................................................................................................... iv Abstract ..................................................................................................................................... v SECTION ONE: FOUNDATIONS ........................................................................................ 1 Chapter One ............................................................................................................................. 2 Opening Re-Marks: Introducing the Research .......................................................................... 2 Introduction ................................................................................................................................ 2 Foundations ............................................................................................................................ 4 Background to the Research ...................................................................................................... 5 The Inquiry ................................................................................................................................. 6 Correlation between the Visual Arts Curriculum and Students’ Cultural Realities in Jamaica ................................................................................................................................... 7 Possibilities to Explore Personal and Cultural Self in Relation to the Contemporary ......... 11 Lessons Available to Teachers through the Presumed Aspects of Artmaking .................... 13 A Critical Visual Arts Pedagogy of Place? .......................................................................... 15 The Importance and Professional Significance of the Research .............................................. 17 Research Design ....................................................................................................................... 18 Organization of the Thesis ................................................................................................... 19 Boundaries of the Study ....................................................................................................... 20 Definition of Terms .................................................................................................................. 21 Re-MARKING PLACES Chapter Two ........................................................................................................................... 24 Methodology ............................................................................................................................ 24 Introduction .............................................................................................................................. 24 Research Paradigms ................................................................................................................. 25 Multiple Case Studies .......................................................................................................... 27 Arts-based Methodology ...................................................................................................... 29 A/R/Tography .................................................................................................................. 29 Data Collection ........................................................................................................................ 31 Presentation of the data ........................................................................................................ 32 Artworks .......................................................................................................................... 32 Documents ....................................................................................................................... 34 Participant Observation .................................................................................................... 35 Reflections ....................................................................................................................... 35 Interviews ......................................................................................................................... 36 Data Analysis and Verification ................................................................................................ 37 Within-Case Analysis ...................................................................................................... 38 Cross-Case Findings ........................................................................................................ 39 Negotiating entry into the field ................................................................................................ 41 Ethics and politics of the study ............................................................................................ 41 Insider/Outsider Dimensions ............................................................................................... 45 Profile of Christchurch Institution and Participants ................................................................. 47 Re-MARKING PLACES Case Selection: Secondary School in Christchurch ............................................................. 47 Research Participants ....................................................................................................... 50 Profile of Kingston Institution and Participants ....................................................................... 51 Research Participants ....................................................................................................... 53 Boundaries of the Research ..................................................................................................... 54 Chapter Three ........................................................................................................................ 55 Survey of Marks and Re-Marks: Review of Literature and Conceptual Framework .............. 55 Introduction .............................................................................................................................. 55 Role and Relevance of Art Education ...................................................................................... 57 Walker’s Artmaking Model ..................................................................................................... 58 Visual Culture as Intertextuality of Places ............................................................................... 59 The Concept of Place ............................................................................................................... 65 Postcolonialism ........................................................................................................................ 68 New Zealand Inheritances ................................................................................................ 70 Visual Arts Education as a Site of Resistance ..................................................................... 70 Jamaica Inheritances ............................................................................................................ 72 Globalization ............................................................................................................................ 75 Globalization as a means of concealing and revealing place ............................................... 75 Identity and Globalization .................................................................................................... 77 Critical Pedagogy of Place as Re-Marks on Places ................................................................. 78 Place-based Education ......................................................................................................... 78 Re-MARKING PLACES Critical Pedagogy of Place as a Re-Mark on Place-Based Education and Critical Pedagogies ....................................................................................................................... 80 Critical Pedagogy ................................................................................................................. 81 Critical Pedagogy of Place ................................................................................................... 82 Reconceptualizations of Critical Place-based Pedagogies through the Arts ....................... 83 Sense of Place as Agency for Places ........................................................................................ 85 SECTION TWO: FINDINGS AND DISCUSSION ............................................................ 88 Chapter Four .......................................................................................................................... 89 Re-Marking a Secondary School in Christchurch ..................................................................