Articles

MAGNIFICENT RUBBISH: EEN ARTISTIEK GEÏNSPIREERD ONDERZOEKSPROJECT ALS EEN VORM VAN MAATSCHAPPELIJK GEËNGAGEERDE PEDAGOGIEK

Authors:

Sara Coemans
Email Sara Coemans
Joke Vandenabeele
Karin Hannes

Sara Coemans, Sara Coemans holds a PhD in Educational Sciences from the University of Leuven. She currently serves as coordinator qualitative methods for FLAMES (Flanders’ training network for methodology and statistics) and isalso a lecturer at University College Leuven-Limburg, where she is involved in the Child and Youth Studies programme., Belgium
Sara COEMANS holds a PhD in Educational Sciences from the University of Leuven. Trained as an educational researcher and qualitative methodologist, her scholarly expertise and interest lies mainly in the following areas: arts-based and multisensory research methods, participatory approaches in qualitative research, place-based and public pedagogy. Besides being an academic, she worked in the past as a policy member of a non-profit organization situated in the field of community-based practice where she focused on social inclusion and collective work with communities and groups for social change.
Joke Vandenabeele, Joke VANDENABEELE is an associate professor at the Faculty of Psychology and Educational Sciences and affiliated to the research group Education, Culture and Society (University of Leuven). In her research she deals with educational matters at the crossroads of education and society and has developed her educational research in relation to two important social issues: the issue of solidarity and the issue of sustainability. In her research she is using different empirical research approaches (e.g. biographical research, practice theoretical approaches) and in doing, she also wants to contribute to the development of educational practices in for example community art projects, citizen participation, sustainability education, public pedagogy initiatives etc., Belgium
Joke VANDENABEELE is an associate professor at the Faculty of Psychology and Educational Sciences and affiliated to the research group Education, Culture and Society (University of Leuven). In her research she deals with educational matters at the crossroads of education and society and has developed her educational research in relation to two important social issues: the issue of solidarity and the issue of sustainability. In her research she is using different empirical research approaches (e.g. biographical research, practice theoretical approaches) and in doing, she also wants to contribute to the development of educational practices in for example community art projects, citizen participation, sustainability education, public pedagogy initiatives etc.
Karin Hannes, KARIN HANNES is associate professor at the Faculty of Social Sciences (research group SoMeTHin’K) of the University of Leuven. Her main research interest is in developing, applying, and refining approaches to qualitative research. She is most known for her academic contributions in the area of qualitative evidence synthesis. On a primary research level, she has been focusing on the use and further development of arts-based, multi-sensory, and place-based research methods in the context of public health, social-cultural and social welfare practice. She works from an academic activist, inclusive perspective., Belgium
KARIN HANNES is associate professor at the Faculty of Social Sciences (research group SoMeTHin’K) of the University of Leuven. Her main research interest is in developing, applying, and refining approaches to qualitative research. She is most known for her academic contributions in the area of qualitative evidence synthesis. On a primary research level, she has been focusing on the use and further development of arts-based, multi-sensory, and place-based research methods in the context of public health, social-cultural and social welfare practice. She works from an academic activist, inclusive perspective.

Abstract

‘Magnificent Rubbish’ is an arts-informed research project conducted in a former industrial area on the outskirts of a Belgian city that is now part of a prestigious urban development project. Participating partners in the project were youngsters for whom the connection with school and work appears less evident, researchers, artists and youth workers from a local centre of expertise. The co-creative project invited youngsters to rethink their relationship with the changing city area. They walked and engaged with the many skins of the city (Howes, Morgan, Radice, & Szanto, 2013), exploring surfaces, bumps, scrapes, scars, gaps, and graffiti in this neighbourhood. Photographs, sound recordings and artefacts collected during the walks were gathered and re-assembled in upcycling art workshops. This culminated eventually in a public exhibition. In this article, we argue that promoting a human-centred ethics of research could be questioned in the context of a research experiment grounded in a dwelling with things, places, old and new artefacts. It is in the entanglement of all these elements that a new research ethos was found and formed as a response-able pedagogy.

Keywords:

response-ability arts-informed research public pedagogy research ethics

Year: 2022
Volume: 31 Issue: 1
Page/Article: 24-42
DOI: 10.54431/jsi.683

Published on 1 Apr 2022

Peer Reviewed