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dc.contributor.authorRoche, Josephen
dc.contributor.authorHurley, Mair?aden
dc.date.accessioned2021-07-21T15:14:08Z
dc.date.available2021-07-21T15:14:08Z
dc.date.issued2021en
dc.date.submitted2021en
dc.identifier.citationBrown, A., Hurley, M., Perry, S., & Roche, J., Zines as Reflective Evaluation Within Interdisciplinary Learning Programmes, Frontiers in Education, 6, 675329, 2021, 1 - 10en
dc.identifier.otherYen
dc.identifier.urihttps://www.frontiersin.org/articles/10.3389/feduc.2021.675329/full
dc.identifier.urihttp://hdl.handle.net/2262/96770
dc.descriptionPUBLISHEDen
dc.description.abstractThis paper presents a unique method for documenting and reflecting learning in interdisciplinary science learning settings, which prioritises the perspectives of marginalised learners and which may be used across cultural contexts. Short for “magazine” or “fanzine,” zines are small DIY booklets which can contain poetry, narrative, drawings, comics, collage and more. Often associated with radical or alternative cultures, they can become a kind of self-made soapbox for the creator, a material artifact that, by its very deconstructed and deconstructing nature, encourages a personalised remixing of ideas. Within this paper, we examine the practical and pedagogical positioning of zines within a STEAM (Science, Technology, Engineering, Arts, and Mathematics) context. As both a visual and text-based artifact, a zine is uniquely capable of capturing broad responses to diverse learning experiences which blur disciplinary boundaries and offers an inclusive and firmly emancipatory approach to reflective practice.en
dc.format.extent1en
dc.format.extent10en
dc.language.isoenen
dc.relation.ispartofseriesFrontiers in Educationen
dc.relation.ispartofseries6en
dc.relation.ispartofseries675329en
dc.rightsYen
dc.subjectinformal science learningen
dc.subjectSTEAM (enriched with arts)en
dc.subjectequityen
dc.subjectreflectionen
dc.subjectsocial justiceen
dc.subjectevaluationen
dc.subjectwidening participationen
dc.titleZines as Reflective Evaluation Within Interdisciplinary Learning Programmesen
dc.typeJournal Articleen
dc.contributor.sponsorEuropean Commissionen
dc.type.supercollectionscholarly_publicationsen
dc.type.supercollectionrefereed_publicationsen
dc.identifier.peoplefinderurlhttp://people.tcd.ie/rochej9en
dc.identifier.peoplefinderurlhttp://people.tcd.ie/hurleym3en
dc.identifier.rssinternalid232189en
dc.identifier.doihttp://dx.doi.org/10.3389/feduc.2021.675329en
dc.relation.ecprojectidinfo:eu-repo/grantAgreement/EC/FP7/788317
dc.rights.ecaccessrightsopenAccess
dc.contributor.sponsorGrantNumber788317en
dc.subject.TCDThemeCreative Arts Practiceen
dc.subject.TCDThemeInclusive Societyen
dc.subject.TCDTagCitizen Scienceen
dc.subject.TCDTagInformal Science Educationen
dc.subject.TCDTagInformal Science Learningen
dc.subject.TCDTagNon-formal Science Educationen
dc.subject.TCDTagNon-formal Science Learningen
dc.subject.TCDTagSTEAMen
dc.subject.TCDTagScience & Societyen
dc.subject.TCDTagScience Educationen
dc.subject.TCDTagScience in Societyen
dc.identifier.rssurihttps://www.frontiersin.org/articles/10.3389/feduc.2021.675329/fullen
dc.identifier.orcid_id0000-0002-9981-1502en
dc.status.accessibleNen


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