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Shaping researcher learning through scribbles: embodied pedagogical practices in classroom inquiry

In: Handbook of Teaching and Learning Social Research Methods

Author

Listed:
  • David Higgins
  • Ali Rostron

Abstract

Learning to become a researcher is both an intellectual and an emotional journey. This chapter explores the use of drawing as a teaching tool in a UK research methods module undertaken by a group of first year doctoral students researching in the area of entrepreneurship. Drawing has the capacity to elicit rich insights and perceptions, providing a method for student voices to be freely expressed, especially for students who may be reluctant to speak or share ideas with others. As a pedagogical tool, drawing can also enable students to relinquish conceptions of conforming, instead accessing imagination and creating new opportunities for dialogue. The chapter presents a detailed example of how drawing facilitated student discussions of the research journey and the range of qualitative methods available to them, and considers the value of enabling students to reflect on their relationship with qualitative research methods as well as how to use them.

Suggested Citation

  • David Higgins & Ali Rostron, 2023. "Shaping researcher learning through scribbles: embodied pedagogical practices in classroom inquiry," Chapters, in: Handbook of Teaching and Learning Social Research Methods, chapter 11, pages 150-165, Edward Elgar Publishing.
    • Handle: RePEc:elg:eechap:20618_11
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    File URL: https://www.elgaronline.com/doi/10.4337/9781800884274.00019
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