Decentrada (Artwork) Orasi, Tashya
Canadian art teacher,
01/2023, Volume:
19, Issue:
1
Journal Article
Decentrada (decentered) is an investigation into nuances of pathways, agency, choice and complexity in the graduate student journey. For Orasi, this work reflects the vibrancy of possibilities for ...learning that exist only in moments of decentering, where paths are changed, challenges are introduced, assumptions questioned and new meanings made. By revisiting a source of destabilization in her own educational journey she used several layers of paint, texture mediums, masking and the process of neurographica as metaphors to confront entanglements in my own academic trajectory, and the wayfinding through graduate studies that has been woven into her sense of self.
In recent years, virtual reality technologies have become increasingly accessible; and in educational contexts, this technology has the potential to expand the literacy of creativity and provide ...re-orientations for pedagogical thinking and meaning making. Using the Parallaxic Praxis methodology (Sameshima et al., 2019) to generate data understandings in a research project exploring teacher creativity, artist-researchers used Google Tilt Brush to investigate: How do entanglements of language, literacy and VR alter the pedagogical space of creativity? How is creativity enabled in VR? And, what does this dynamic pedagogical space offer to educators? Pedagogical sites of learning from the virtual renderings generated new perspectives to examine the intersections of creative agency, literacy and expression, learning spaces and research design-all of which are increasingly important as educational practises evolve in the wake of the COVID-19 pandemic.
Background: This project aimed to build an understanding of the lived realities of social accountability. The COVID-19 era offered acontextual lens and time marker. Social accountability is gaining ...importance as an educational concept. To maximize the value, it is essential to know how the concept is interpreted from multiple stakeholder perspectives. Methods: An arts-integrated methodology called Parallaxic Praxis was used to examine the values, meanings, contexts, and lived experiences of social accountability. Participants made art to express and discuss their conceptions of social accountability, viewing and discussing the subtleties and themes that arose from their own and others’ creations. Individual interviews, focus groups, and postworkshop surveys were utilized to identify themes. Results: Due to the timing of the data collection during the COVID-19 pandemic, interpretations of social accountability centered primarily on the pandemic’s effects on perceptions of daily life as well as core personal beliefs. Most individuals viewed medical schools as a place of opportunity to start learning about social accountability, and the majority of individuals answered “yes” when asked if exploring the idea and action of social accountability through arts-integrated methods was valuable to them. Discussion: If the ultimate goal of medical education is creating physicians who are fit-for-purpose, then social accountability needs to be emphasized and reinforced as an important part of their professional identity. Integrating the arts in data collection is a creative means to conduct this study, as the arts allow for diverse audiences to access active and reflective engagement among participants. As a method of expression, it provided additional unique perspectives on one’s own beliefs regarding social accountability and how it is practiced—and what is expected of a socially accountable health system.
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