Anita Sinner is a Professor of Art Education at The University of British Columbia. Her interests include artwork scholarship, international art education, stories as research, and community art education. Previously co-editor of the International Journal of Education Through Art, Sinner is also author of Unfolding the Unexpectedness of Uncertainty: Creative Nonfiction and the Lives of Becoming Teachers (2013), and co-author of several titles, including A Heart of Wisdom: Life Writing as Emphatic Inquiry (2012), and Creating Together: Participatory, Community-Based and Collaborative Arts Practices and Scholarship across Canada (2015).Rita L. Irwin is a distinguished university scholar and professor of art education in the Department of Curriculum and Pedagogy at the University of British Columbia in Vancouver. She was also principal editor for the International Journal of Education Through Art, and is the recipient of several esteemed awards, including Canadian Teacher of the Year, Elliot Eisner Lifetime Achievement Award and Ted T. Aoki Award for Distinguished Service. Irwin has co-edited well-known titles, such as Revisions: Readings in Canadian Art Teacher Education and Being with A/r/tographyJeff Adams is professor of education at the University of Chester, and the principal editor of the International Journal of Art & Design Education, as well as programme leader of RECAP, a centre for research into creativity.

• IntroductionPart 1: Provoking Doctoral ProcessesChapter 1: The Knowledge Creation SpectrumMichael BiggsChapter 2" Interpolation and Relationality: Extending the Field through Creative Arts and Indigenous Research ApproachesEstelle BarrettChapter 3: Transformative Interventions: Creative Practices in an Education Doctorate ProgrammeJeff Adams and Emma Arya-ManeshChapter 4: Art-Based Action Research: Participatory Art Education Research for the NorthTimo Jokela, Maria Huhmarniemi and Mirja HiltunenChapter 5: Researching the Unknown through Arts-Based Research to Promote Pedagogical ImaginationFernando Hernández-HernándezChapter 6: Taking Shape: Visual Appearance and TheoryBrooke Hofsess, Karina Riddett and Richard SiegesmundPart 2: Provoking Doctoral PracticesChapter 7: When is a Red Shoe not a Red Shoe? Conceptual Framing and the Consequences for the 'Object' in Virtual ResearchBarbara BoltChapter 8: How Can Artistic Research (Still) Be Disruptive?Natalia CalderónChapter 9: Artmaking as Entanglement: Conceptualising Agency through a Diffractive MethodologyRamya RavisankarChapter 10: A/R/Tographic Rhythm: Opening Conversations of Resistance and Accommodation as Scholarly ProvocationAnita Sinner, Verónica Sahagún Sánchez, Jennifer Wicks and Darlene St. GeorgesChapter 11: To Reach the Unreached: Rhythms of Issues, Reflections, Writings and Art PracticesJo Chiung Hua ChenChapter 12: Artistic Event as Pedagogy Belidson Dias and Tatiana FernándezChapter 13: Parsing Creative Influence through Comparative Visual Research MethodsJustin B. MakemsonChapter 14: Artworks in Residence: Semiosis, Transmediation and ZPDJulie Wren, Susan Wright and Marnee WatkinsChapter 15: Connections, Disruptions and Reconfigurations: The Implications of Aesthetic Experience for Doctoral Research in the Visual ArtsBoyd White and April MandronaPart 3: Provoking Doctoral ProgrammesChapter 16: Navigating Ethics Protocols for Artistic Research: Strategies for Graduate Student ResearchersLorrie BlairChapter 17: Examining the Case for Artful Participatory Inquiry in the Visual Art Education DoctorateKathryn Grushka and Allyson HolbrookChapter 8: Some Iberian Perspectives about Arts-Based and Artistic Research in Arts EducationTeresa Torres de Eça and Ângela SaldanhaChapter 19: Finnish Arts-Based and Artistic Dissertations in Context: Explorations, Interventions and Glocal InterpretationsMira Kallio-Tavin and Kevin TavinChapter 20: Barrier or Catalyst: Cross-Cultural and Language Issues for Doctoral Researchers in JapanToshio NaoeChapter 21: A Research Profile of Visual Arts Theses in Education in TurkeySuzan Duygu Bedir Eristi Chapter 22: Qualities of Artmaking in Arts-based Educational Research DissertationsAlison Shields and Rita L. IrwinNotes on ContributorsIndex

'[Provoking the Field] is comprised of a series of case studies that illustrate the wide variety and richness of arts-based research undertaken as part of international doctoral programmes in education. One strength of this publication is the impressive range of nationalities that are included in the book; examples of doctoral programmes are represented from all parts of the globe. It is clear that attempts have been made to avoid an ethnocentric perspective on the subject.This book will be important to those doctorate students who intend using visual arts methods to explore educational research questions. […] New Ph.D. supervisors would also find Provoking the Field: International Perspectives on Visual Arts PhDs in Education a valuable asset when developing their own supervisory practice.'

Anita Sinner is a Professor of Art Education at The University of British Columbia. Her interests include artwork scholarship, international art education, stories as research, and community art education. Previously co-editor of the International Journal of Education Through Art, Sinner is also author of Unfolding the Unexpectedness of Uncertainty: Creative Nonfiction and the Lives of Becoming Teachers (2013), and co-author of several titles, including A Heart of Wisdom: Life Writing as Emphatic Inquiry (2012), and Creating Together: Participatory, Community-Based and Collaborative Arts Practices and Scholarship across Canada (2015).Rita L. Irwin is a distinguished university scholar and professor of art education in the Department of Curriculum and Pedagogy at the University of British Columbia in Vancouver. She was also principal editor for the International Journal of Education Through Art, and is the recipient of several esteemed awards, including Canadian Teacher of the Year, Elliot Eisner Lifetime Achievement Award and Ted T. Aoki Award for Distinguished Service. Irwin has co-edited well-known titles, such as Revisions: Readings in Canadian Art Teacher Education and Being with A/r/tographyJeff Adams is professor of education at the University of Chester, and the principal editor of the International Journal of Art & Design Education, as well as programme leader of RECAP, a centre for research into creativity.

• IntroductionPart 1: Provoking Doctoral ProcessesChapter 1: The Knowledge Creation SpectrumMichael BiggsChapter 2" Interpolation and Relationality: Extending the Field through Creative Arts and Indigenous Research ApproachesEstelle BarrettChapter 3: Transformative Interventions: Creative Practices in an Education Doctorate ProgrammeJeff Adams and Emma Arya-ManeshChapter 4: Art-Based Action Research: Participatory Art Education Research for the NorthTimo Jokela, Maria Huhmarniemi and Mirja HiltunenChapter 5: Researching the Unknown through Arts-Based Research to Promote Pedagogical ImaginationFernando Hernández-HernándezChapter 6: Taking Shape: Visual Appearance and TheoryBrooke Hofsess, Karina Riddett and Richard SiegesmundPart 2: Provoking Doctoral PracticesChapter 7: When is a Red Shoe not a Red Shoe? Conceptual Framing and the Consequences for the 'Object' in Virtual ResearchBarbara BoltChapter 8: How Can Artistic Research (Still) Be Disruptive?Natalia CalderónChapter 9: Artmaking as Entanglement: Conceptualising Agency through a Diffractive MethodologyRamya RavisankarChapter 10: A/R/Tographic Rhythm: Opening Conversations of Resistance and Accommodation as Scholarly ProvocationAnita Sinner, Verónica Sahagún Sánchez, Jennifer Wicks and Darlene St. GeorgesChapter 11: To Reach the Unreached: Rhythms of Issues, Reflections, Writings and Art PracticesJo Chiung Hua ChenChapter 12: Artistic Event as Pedagogy Belidson Dias and Tatiana FernándezChapter 13: Parsing Creative Influence through Comparative Visual Research MethodsJustin B. MakemsonChapter 14: Artworks in Residence: Semiosis, Transmediation and ZPDJulie Wren, Susan Wright and Marnee WatkinsChapter 15: Connections, Disruptions and Reconfigurations: The Implications of Aesthetic Experience for Doctoral Research in the Visual ArtsBoyd White and April MandronaPart 3: Provoking Doctoral ProgrammesChapter 16: Navigating Ethics Protocols for Artistic Research: Strategies for Graduate Student ResearchersLorrie BlairChapter 17: Examining the Case for Artful Participatory Inquiry in the Visual Art Education DoctorateKathryn Grushka and Allyson HolbrookChapter 8: Some Iberian Perspectives about Arts-Based and Artistic Research in Arts EducationTeresa Torres de Eça and Ângela SaldanhaChapter 19: Finnish Arts-Based and Artistic Dissertations in Context: Explorations, Interventions and Glocal InterpretationsMira Kallio-Tavin and Kevin TavinChapter 20: Barrier or Catalyst: Cross-Cultural and Language Issues for Doctoral Researchers in JapanToshio NaoeChapter 21: A Research Profile of Visual Arts Theses in Education in TurkeySuzan Duygu Bedir Eristi Chapter 22: Qualities of Artmaking in Arts-based Educational Research DissertationsAlison Shields and Rita L. IrwinNotes on ContributorsIndex

'[Provoking the Field] is comprised of a series of case studies that illustrate the wide variety and richness of arts-based research undertaken as part of international doctoral programmes in education. One strength of this publication is the impressive range of nationalities that are included in the book; examples of doctoral programmes are represented from all parts of the globe. It is clear that attempts have been made to avoid an ethnocentric perspective on the subject.This book will be important to those doctorate students who intend using visual arts methods to explore educational research questions. […] New Ph.D. supervisors would also find Provoking the Field: International Perspectives on Visual Arts PhDs in Education a valuable asset when developing their own supervisory practice.'

Anita Sinner is a Professor of Art Education at The University of British Columbia. Her interests include artwork scholarship, international art education, stories as research, and community art education. Previously co-editor of the International Journal of Education Through Art, Sinner is also author of Unfolding the Unexpectedness of Uncertainty: Creative Nonfiction and the Lives of Becoming Teachers (2013), and co-author of several titles, including A Heart of Wisdom: Life Writing as Emphatic Inquiry (2012), and Creating Together: Participatory, Community-Based and Collaborative Arts Practices and Scholarship across Canada (2015).Rita L. Irwin is a distinguished university scholar and professor of art education in the Department of Curriculum and Pedagogy at the University of British Columbia in Vancouver. She was also principal editor for the International Journal of Education Through Art, and is the recipient of several esteemed awards, including Canadian Teacher of the Year, Elliot Eisner Lifetime Achievement Award and Ted T. Aoki Award for Distinguished Service. Irwin has co-edited well-known titles, such as Revisions: Readings in Canadian Art Teacher Education and Being with A/r/tographyJeff Adams is professor of education at the University of Chester, and the principal editor of the International Journal of Art & Design Education, as well as programme leader of RECAP, a centre for research into creativity.

• IntroductionPart 1: Provoking Doctoral ProcessesChapter 1: The Knowledge Creation SpectrumMichael BiggsChapter 2" Interpolation and Relationality: Extending the Field through Creative Arts and Indigenous Research ApproachesEstelle BarrettChapter 3: Transformative Interventions: Creative Practices in an Education Doctorate ProgrammeJeff Adams and Emma Arya-ManeshChapter 4: Art-Based Action Research: Participatory Art Education Research for the NorthTimo Jokela, Maria Huhmarniemi and Mirja HiltunenChapter 5: Researching the Unknown through Arts-Based Research to Promote Pedagogical ImaginationFernando Hernández-HernándezChapter 6: Taking Shape: Visual Appearance and TheoryBrooke Hofsess, Karina Riddett and Richard SiegesmundPart 2: Provoking Doctoral PracticesChapter 7: When is a Red Shoe not a Red Shoe? Conceptual Framing and the Consequences for the 'Object' in Virtual ResearchBarbara BoltChapter 8: How Can Artistic Research (Still) Be Disruptive?Natalia CalderónChapter 9: Artmaking as Entanglement: Conceptualising Agency through a Diffractive MethodologyRamya RavisankarChapter 10: A/R/Tographic Rhythm: Opening Conversations of Resistance and Accommodation as Scholarly ProvocationAnita Sinner, Verónica Sahagún Sánchez, Jennifer Wicks and Darlene St. GeorgesChapter 11: To Reach the Unreached: Rhythms of Issues, Reflections, Writings and Art PracticesJo Chiung Hua ChenChapter 12: Artistic Event as Pedagogy Belidson Dias and Tatiana FernándezChapter 13: Parsing Creative Influence through Comparative Visual Research MethodsJustin B. MakemsonChapter 14: Artworks in Residence: Semiosis, Transmediation and ZPDJulie Wren, Susan Wright and Marnee WatkinsChapter 15: Connections, Disruptions and Reconfigurations: The Implications of Aesthetic Experience for Doctoral Research in the Visual ArtsBoyd White and April MandronaPart 3: Provoking Doctoral ProgrammesChapter 16: Navigating Ethics Protocols for Artistic Research: Strategies for Graduate Student ResearchersLorrie BlairChapter 17: Examining the Case for Artful Participatory Inquiry in the Visual Art Education DoctorateKathryn Grushka and Allyson HolbrookChapter 8: Some Iberian Perspectives about Arts-Based and Artistic Research in Arts EducationTeresa Torres de Eça and Ângela SaldanhaChapter 19: Finnish Arts-Based and Artistic Dissertations in Context: Explorations, Interventions and Glocal InterpretationsMira Kallio-Tavin and Kevin TavinChapter 20: Barrier or Catalyst: Cross-Cultural and Language Issues for Doctoral Researchers in JapanToshio NaoeChapter 21: A Research Profile of Visual Arts Theses in Education in TurkeySuzan Duygu Bedir Eristi Chapter 22: Qualities of Artmaking in Arts-based Educational Research DissertationsAlison Shields and Rita L. IrwinNotes on ContributorsIndex

'[Provoking the Field] is comprised of a series of case studies that illustrate the wide variety and richness of arts-based research undertaken as part of international doctoral programmes in education. One strength of this publication is the impressive range of nationalities that are included in the book; examples of doctoral programmes are represented from all parts of the globe. It is clear that attempts have been made to avoid an ethnocentric perspective on the subject.This book will be important to those doctorate students who intend using visual arts methods to explore educational research questions. […] New Ph.D. supervisors would also find Provoking the Field: International Perspectives on Visual Arts PhDs in Education a valuable asset when developing their own supervisory practice.'