The purpose of this chapter is to foreground the ‘self’ in critical framing through arts-based inquiry. We propose that experiential methods of inquiry are tangible means of understanding and expressing ‘self’ and its relatedness to the world. First we explain our use of the term ‘critical framing’ and how knowledge processes within a multiliteracies framework are applicable to the arts; secondly we distinguish between aesthetics and art and show how these concepts inform our understandings of arts-based inquiry; and finally we provide ‘snapshots of possibility’ for critical arts-based projects within a multiliteracies framework as proposed by Kalantzis and Cope (2005).
|Title of host publication||Multiliteracies and diversity in education|
|Subtitle of host publication||new pedagogies for expanding landscapes|
|Place of Publication||South Melbourne, Vic.|
|Publisher||Oxford University Press|
|Number of pages||20|
|Publication status||Published - 2008|