Two sustainability arts scholars describe a method of data interpretation they developed for making sense of complex environmental and sustainability education research data. They “played” images and recorded a conversation in a form of arts-based intersubjective knowing. The card game process was named the Verge because of how the process promises to surface unheard voices and re-center nondominant insights and ways of knowing. It leverages Casey’s glance method with systems networks to complicate sense making in arts-based educational research. The arts scholars intermixed research data from two just sustainability education research case studies: collages from participants of a climate justice social incubator as well as participant art from place-based ecojustice walking pedagogy research. The article engages in intersubjective responding and generated arts-based responses to the process itself. The Verge catalyzed insight in the researchers’ just sustainability arts educational research. They suggest that the Verge could be a useful research method for arts-based educators, particularly sensitive to the ecological and social justice dimensions of data and learning contexts. The researchers found the method helped them gain insight and perspective, sense bias, make subtle connections, sense patterns, decenter domination discourses, and enhance their capacity to engage creatively and critically with social and ecological intelligence in their research process. They posit that the Verge can nurture the unfinished and ongoing work of educational design for just sustainabilities.
Hauk, Marna and Kippen, Amanda Rachel
"The Verge: Networks of Intersubjective Responding for Just Sustainability Arts Educational Research,"
Artizein: Arts and Teaching Journal: Vol. 5:
1, Article 11.
Available at: https://opensiuc.lib.siu.edu/atj/vol5/iss1/11
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