Using Participatory Action Research, Narrative Inquiry, and Art-Based Research to Explore Art Educator Practices

Abstract

This article describes a Participatory Action Research (PAR) study that took place from November 2020 to March 2021 with four art educators from the United States. The PAR team utilized narrative inquiry and arts-based research methods to investigate the potential intersections of their specific artist educator practices and the field of creative placemaking. This study showcases a PAR framework that explores the way narrative inquiry and arts-based research were useful methods of inquiry to better understand the specific artist educator practices the PAR team identified regarding their specific professional settings, community contexts, and approach to art education.