Art Blended Research and Children’s Gender Identity Making

Camilla Hällgren

Department of Applied Educational Science, Umeå University, Umeå, Sweden.

DOI: 10.4236/ce.2015.622240                

Abstract

The intention with this article is to explore how visuals and written text may combine to further understandings about complex matters such as gendered aspects of the human condition. To do so, I bring together my professional practices as researcher and artist by theorizing, conceptualizing and visualizing aspects of children’s gender identity making. As such, this article is conceptual rather than empirical and covers issues about learning, existentialism, social constructivism, children, identity, and gender. It also exemplifies what I call Art Blended Research, an approach that draws on the insight of that there is more to see than meets the eye. In conclusion, the strength of this approach does not lie in the ability to explain what is. Instead, the strength of Art Blended Research is found in possible explorations and inspirations of what might be.

Keywords

Children, Learning, Gender, Identity, Existentialism, Interdisciplinary, Art, Research, Art Blended Research

Conflicts of Interest

The authors declare no conflicts of interest.

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