Belongingness, Trust and Connection: Arts Teachers in Western Australian Schools Create Safe Learning Spaces
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| Title: | Belongingness, Trust and Connection: Arts Teachers in Western Australian Schools Create Safe Learning Spaces |
|---|---|
| Language: | English |
| Authors: | Christina Gray (ORCID |
| Source: | Issues in Educational Research. 2025 35(2):590-610. |
| Availability: | Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Art Education, Art Teachers, Educational Environment, Sense of Belonging, Trust (Psychology), Interpersonal Relationship, Student Needs, Teacher Role, Classroom Environment, Diversity, Student Empowerment, Inclusion, Secondary School Teachers |
| Geographic Terms: | Australia |
| ISSN: | 0313-7155 1837-6290 |
| Abstract: | Central to this phenomenological inquiry is the question of how students' fundamental needs of belonging, trust and connection are enacted in arts classrooms. Through qualitative semi-structured interviews, this research explores the teaching practices of 23 expert arts teachers in Western Australian schools, revealing strategies to sustain supportive and safe learning environments. The findings highlight the disconnection students face in their schools and the significance of trust in embracing diversity, cultivating quality relationships, and empowering student voice. Understanding these evolving practices can enable less experienced teachers to adapt arts-based approaches to foster inclusive spaces that prioritise student well-being and connection. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://www.iier.org.au/iier35/gray-2-abs.html |
| Accession Number: | EJ1476535 |
| Database: | ERIC |
| Abstract: | Central to this phenomenological inquiry is the question of how students' fundamental needs of belonging, trust and connection are enacted in arts classrooms. Through qualitative semi-structured interviews, this research explores the teaching practices of 23 expert arts teachers in Western Australian schools, revealing strategies to sustain supportive and safe learning environments. The findings highlight the disconnection students face in their schools and the significance of trust in embracing diversity, cultivating quality relationships, and empowering student voice. Understanding these evolving practices can enable less experienced teachers to adapt arts-based approaches to foster inclusive spaces that prioritise student well-being and connection. |
|---|---|
| ISSN: | 0313-7155 1837-6290 |
