Dobson, Tom ORCID: https://orcid.org/0000-0001-5354-9150 and Clark, Timothy (2024) Embracing hybridity: the affordances of arts-based research for the professional doctorate in education. Teaching in Higher Education, 29 (7). pp. 1862-1878.

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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 rectify this. 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. We then undertake 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 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.

Item Type:	Article
Status:	Published
DOI:	10.1080/13562517.2024.2336163
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/9752

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