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Empowered to push those questions: Troubling power dynamics through reflective research.

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Title: Empowered to push those questions: Troubling power dynamics through reflective research.
Authors: Link, Beth1 (AUTHOR) link.306@osu.edu, Peiris, Sasha2 (AUTHOR) sasha.anjelipeiris@gmail.com
Source: Visual Inquiry: Learning & Teaching Art. Oct2025, Vol. 14 Issue 1/2, p123-140. 18p.
Subject Terms: *Teacher researchers, *Reflective teaching, *Student teachers, *Teacher role, *Art education, Identity (Psychology), Cultural competence
Abstract: How do pre-service educators navigate shifting identities as they transition from students to teachers? This article outlines the findings of a study using a culturally responsive framework in the south conducted alongside two pre-service art teachers. This study involved reflective practitioner research where the participants were also co-researchers questioning their journey from students to teachers across three stages, including descriptive, comparative reflection and critical reflection. Together, we found five themes including identity crisis, community and vulnerability, teaching and power, theory meets reality, and research as grounding. These themes suggest important changes as programmes prepare critical teachers to navigate the habitus of art education and school culture as teacher-researchers. [ABSTRACT FROM AUTHOR]
Copyright of Visual Inquiry: Learning & Teaching Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Availability: 0
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DbLabel: Education Research Complete
An: 191453249
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Empowered to push those questions: Troubling power dynamics through reflective research.
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  Data: <searchLink fieldCode="AR" term="%22Link%2C+Beth%22">Link, Beth</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> link.306@osu.edu</i><br /><searchLink fieldCode="AR" term="%22Peiris%2C+Sasha%22">Peiris, Sasha</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> sasha.anjelipeiris@gmail.com</i>
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  Data: <searchLink fieldCode="JN" term="%22Visual+Inquiry%3A+Learning+%26+Teaching+Art%22">Visual Inquiry: Learning & Teaching Art</searchLink>. Oct2025, Vol. 14 Issue 1/2, p123-140. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+researchers%22">Teacher researchers</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+teaching%22">Reflective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+role%22">Teacher role</searchLink><br />*<searchLink fieldCode="DE" term="%22Art+education%22">Art education</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+competence%22">Cultural competence</searchLink>
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  Data: How do pre-service educators navigate shifting identities as they transition from students to teachers? This article outlines the findings of a study using a culturally responsive framework in the south conducted alongside two pre-service art teachers. This study involved reflective practitioner research where the participants were also co-researchers questioning their journey from students to teachers across three stages, including descriptive, comparative reflection and critical reflection. Together, we found five themes including identity crisis, community and vulnerability, teaching and power, theory meets reality, and research as grounding. These themes suggest important changes as programmes prepare critical teachers to navigate the habitus of art education and school culture as teacher-researchers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Visual Inquiry: Learning & Teaching Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191453249
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1386/vi_00124_1
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      – Code: eng
        Text: English
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        PageCount: 18
        StartPage: 123
    Subjects:
      – SubjectFull: Teacher researchers
        Type: general
      – SubjectFull: Reflective teaching
        Type: general
      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Teacher role
        Type: general
      – SubjectFull: Art education
        Type: general
      – SubjectFull: Identity (Psychology)
        Type: general
      – SubjectFull: Cultural competence
        Type: general
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      – TitleFull: Empowered to push those questions: Troubling power dynamics through reflective research.
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            NameFull: Link, Beth
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            NameFull: Peiris, Sasha
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            – D: 01
              M: 10
              Text: Oct2025
              Type: published
              Y: 2025
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              Value: 14
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              Value: 1/2
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            – TitleFull: Visual Inquiry: Learning & Teaching Art
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