Lifelines as an artistic strategy that enables research on the learning trajectories of university students
Abstract
This article, part of a research project on the learning trajectories of university students, is organised into five parts. In the first part, we introduce the origin and rationale of the research. The second part presents the contributions of lifelines as an artistic strategy in social research. The third part describes how lifelines are used in research on learning trajectories. The fourth shows how lifelines have been analysed in the framework of trajectories and what they allow us to think about how students learn. Finally, some contributions are made, both to the study's problem and the role of artistic methods in social and educational research. This article attempts to answer the question: What contributions do lifelines offer, as artistic strategies, to dialogue with the learning experiences of university students? From the analysis, it emerges that lifelines offer an 'agential' dimension in research that allows us to reveal experiences of subjectivation and selfawareness. In addition, it is possible to locate events, experiences or scenes that show learning as a life trajectory.
Downloads
Article download
License
In order to support the global exchange of knowledge, the journal Arte, Individuo y Sociedad is allowing unrestricted access to its content as from its publication in this electronic edition, and as such it is an open-access journal. The originals published in this journal are the property of the Complutense University of Madrid and any reproduction thereof in full or in part must cite the source. All content is distributed under a Creative Commons Attribution 4.0 use and distribution licence (CC BY 4.0). This circumstance must be expressly stated in these terms where necessary. You can view the summary and the complete legal text of the licence.