Assessing the Authentic Knower Through Contemplative Arts-Based Pedagogies In Qualitative Inquiry

Authors

Kakali Bhattacharya, Kansas State University
Meaghan Cochrane, Kansas State University

Abstract

In this paper the authors explore the role of contemplative, arts-based practices and pedagogies in a doctoral level qualitative research class to create an understanding of self, self in relation to others, and understanding social structures of oppression as manifested through un/earned privileges. The intent of the class was to activate the authentic inquirer within and to frame a deep awareness of researcher positionality in qualitative inquiry. The authors (instructor and student in the class) discuss how creating a self-portrait and engaging in a duoethnography project cultivated the authentic inquirer. Using differentiated, formative, developmental, and honor-based assessment practices, the authors explore how interrelatedness of being became the key cornerstone of the learning experiences which were extended beyond the classroom.

Recommended Citation

Bhattacharya, Kakali and Cochrane, Meaghan (2017) "Assessing the Authentic Knower Through Contemplative Arts-Based Pedagogies In Qualitative Inquiry," Journal of Contemplative Inquiry: Vol. 4: No. 1, Article 3.
Available at: https://digscholarship.unco.edu/joci/vol4/iss1/3