Improving Cohort Functioning: Arts-Based Methods as Data Collection and Intervention in a Higher Education Action Research Project

Authors

  • Rosemary C. Reilly Concordia University

DOI:

https://doi.org/10.33524/cjar.v22i3.585

Keywords:

Action research, Arts-based research methods, Cohorts, Critical reflection, Higher education, Systematic intervention, Toxic dynamics

Abstract

Cohorts are student groups who begin and complete a course of study together over time. Though cohorts have been linked to positive outcomes, researchers note that many students report negative experiences, including scapegoating, irreconcilable conflicts, and strained relationships resulting in unlearning. This paper describes using arts-based research (ABR) within an action research framework to illuminate toxic dynamics over four cohorts. Findings suggest that ABR illuminated these negative patterns, permitting students to honestly engage in critically reflective conversations. These conversations then afforded an opportunity for them to intervene into their cohort’s harmful dynamics in order to move towards healthier learning relationships.

Author Biography

Rosemary C. Reilly, Concordia University

Rosemary C. Reilly is a Full Professor in the Department of Applied Human Sciences at Concordia University in Montreal, Canada. She is a Member Scholar Academic of the International Institute for Qualitative Methodology. Her research areas of interest include: the impact of trauma on neighbourhoods and communities; collective healing strategies and systemic resilience; post traumatic growth; contemplative practices in higher education promoting social justice; creative, innovative, and arts-based teaching practices; and qualitative and arts-based research methodologies.

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Published

2022-10-18

Issue

Vol. 22 No. 3 (2022): Action Research and the Arts

Section

Articles

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