Not for the impatient:
the sketch of a history of conflicting ideas and political trends in action research
The text provides an outline of the history of action research from its beginnings in the 1920s up until the present day. Based on the influence of the central figures, such as Moreno, Lewin and Stenhouse, competing discourses which are inscribed in this research approach are developed: they form a bridge between the aims of ‘engagement’ and ‘optimising’, between critical intervention in society and in research traditions on the one hand, and the stabilising of hegemonic conditions on the other. The resulting questions are to be worked through again, up to the present, in all related projects: concerning the scientific- and research-based conception; the relation between researchers and co-researchers; the positioning of the researchers; focussing on content, and being goal oriented versus process oriented; and concerning strategic positioning in the academic field.
Michèle Novak and Anna Schürch
Teaching methodology, research-based:
thinking about the research apprenticeship
The research apprenticeship serves the lecturers Michèle Novak and Anna Schürch as a means to introduce a format of research-oriented teaching and learning on a Master’s level at the Zurich University of the Arts (MA Art Education, specialisation Teaching & Learning). Based on reflections from their experiences as lecturers, the authors show that a research approach offers opportunities for trainee teachers in the visual arts to examine general teaching frameworks, and how it can do justice to the complexity of classroom situations. Their findings underline the significance of the research apprenticeship for the discipline-based understanding of art pedagogy and its teaching methodology.
«Attached, please find my image archive»
Based on the assignment ‚image archive‘, Anne Gruber shows how an attentiveness she developed during her studies to questions from art theory, cultural studies and art can be integrated in her practice as a visual arts teacher. Gruber allows the reader to see how the collaboration with FLAKS as a student and as teacher, each in their specific configurations, were designed differently, and how this collaboration supported and advanced the reflection on and further development of teaching methodology considerations for the visual arts teacher.
After reflection is before reflection:
thinking about the conditionality of collaborative theatre pedagogy in schools
In his text, Andreas Bürgisser, as a former FLAKS collaborator, considers the significance of FLAKS towards his work as a theatre pedagogue. He describes a group of practitioners in the field meeting to reflect on a failed project, which results in attention being diverted away from the pragmatic level to that of conditionality. The questions resulting from this round of reflections has provided him with ideas for new projects.
The text retraces how studying the theatrical design workshop «role kids» with primary school children from Lucerne turned into a challenging expedition. Ulrich shows how team-based action research could support newly discovered pathways and challenged the involved persons to question themselves, to allow themselves to be questioned, to question attitudes and habits – and to make explicit that which became visible in the shared research process.
Learned during leisure time, processed in school
The aim of the praxis-based research project in music pedagogy presented in this contribution involves in-class processing of musical competence and knowledge that music students have acquired outside of the classroom and to activate the changes in the students’ personal music-production practice. It was conducted by a trainee music teacher with the objective to design a learning environment, based on the theoretical polarity of the formal and informal learning processes, which can utilize the advantages of informal learning processes in music education.
Researching in and towards differences and contradictions:
in search of critical approaches to professionalising in pedagogics
There is a lack of socially critical approaches to professionalization in the education of pedagogues and also in the research on professionalization. This finding forms the basis for Marion Thuswald’s article. With reference to the praxis in the research and education project Facing the Differences, the author reflects on fields of tension in participatory, cross-disciplinary research and considers the potentials for critical professionalization.