When studying for a doctoral degree (PhD), candidates submit a thesis that provides a critical review of the current state of knowledge of the thesis subject as well as the student’s own contributions to the subject. The distinguishing criterion of doctoral graduate research is a significant and original contribution to knowledge.
Once accepted, the candidate presents the thesis orally. This oral exam is open to the public.
In this dissertation, I embark on an exploration of the Oral History x Photography Research-Creation methodology, examining its potential to enhance social-emotional competence among art education teacher candidates in Quebec. Drawing on the theoretical framework of critical pedagogy and utilizing a bricolage approach, I engage in a reflective journey, connecting personal experiences with wider socio-educational contexts.
The research unfolds in three parts. Initially, I examine the integration of oral history and photography in research-creation methodology. Despite the tensions, I underscore how this methodology can foster key social-emotional competencies such as self-awareness, active listening, shared authority, and empathy. Next, I engage six participant collaborators to validate the pedagogical benefits of Oral History x Photography Research-Creation. Their insights reinforce the potential of this methodology to enhance teaching and learning, shaping its potential application in art education teacher training programs. In the third phase, I experiment with different curricular models. Ultimately, I conclude that a tailored undergraduate course provides the most beneficial framework for teacher candidates to fully integrate and effectively utilize this methodology.
In conclusion, I propose that the Oral History x Photography Research-Creation methodology has potential for developing social-emotional competence, specifically enhancing self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, among art education teacher candidates. Despite these promising findings, I acknowledge that my dissertation marks just the beginning of a larger exploration. I believe that continued exploration will strengthen the framework of this methodology and its wider application in art education, ultimately contributing to the development of a new generation of empathetic, self-aware, and socially conscious educators.