Contributing to Social Change in Higher Education by Using Arts-Informed Inquiry to Expand Thinking about Assessment Identity

Arts-informed inquiry for Social Change

Authors

• Dr. Michelle Searle Queens University https://orcid.org/0000-0001-6504-5128
• Katrina Carbone Queen's University https://orcid.org/0000-0003-4902-6546
• Sumaiya Chowdhury Queen's University
• Dr. Amanda Cooper Queen's University https://orcid.org/0000-0002-6880-9047
• Dr. Tiina Kukkonen Queen's University
• Antara Roy Chowdhury Queen's University https://orcid.org/0009-0002-2104-3571

DOI: https://doi.org/10.54916/rae.130210

Keywords:

Arts-informed inquiry, teacher assessment identity, higher education, pre-service teacher education

Abstract

This essay describes an art-informed inquiry to develop inclusive spaces and advance critical thinking about identity where artist-researcher-educator/researcher collaborations are enacted through oil pastels, collages, and an exhibit as a catalyst for expanding thinking about assessment identity. Those involved considered how assessment identity is a complex construct that influences pedagogy by artfully reflecting their knowledge, beliefs, feelings, confidence, and role. A library exhibit engaged broader audiences as an act of disrupting and expanding traditional expectations about educators/ researchers. This project makes space to embrace diversity and multiple ways of knowing with a commitment to inclusion that interweaves imagination and dialogue