Embracing hybridity: the affordances of arts-based research for the professional doctorate in education

Dobson, Tom; Clark, Tim

Abstract

Despite the growth of the professional doctorate in education (EdD), its potential for capturing practice is restricted by academic tradition (Vaughan, 2021). In this hybrid paper, we argue that arts-based research (ABR) can help the EdD achieve its potential. We bookend the paper with creative non-fiction of our own EdD experiences, where ABR is restricted and afforded. We develop our argument through a position paper mapping the theoretical similarities of the EdD and ABR. This is followed by a scoping review identifying existing research into ABR on EdD programmes. We analyse six articles using the 5A’s theory of creativity (Glăveanu, 2013) to see whether and how these theoretical similarities are afforded. Using ABR in the form of creative writing on the EdD is shown to promote reflexivity and co-creation, impacting upon diverse audiences. We conclude with a challenge for further research into ABR on EdD programmes through hybrid research.

Citation

Dobson, T., & Clark, T. (in press). Embracing hybridity: the affordances of arts-based research for the professional doctorate in education. Teaching in Higher Education,

• Journal Article Type: Article
• Acceptance Date: Mar 13, 2024
• Deposit Date: Mar 13, 2024
• Print ISSN: 1356-2517
• Publisher: Taylor & Francis (Routledge)
• Peer Reviewed: Peer Reviewed
• Public URL: https://uwe-repository.worktribe.com/output/11797227