Using drawings to understand perceptions of civic engagement across disciplines

Seeing is understanding

Dados Bibliográficos

ID6353619
AutoresSharon Feeney (0000-0003-1831-4019), John Hogan (0000-0003-2162-8166)
Ano2019
Volume39
Fascículo2
Páginas233-251
Data de publicação2019-05-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoPolitics (JOURNAL)
Identificadores do periódicoISSN: 0032-3268 • E-ISSN: 1467-9256
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/0263395717740033
OpenAlexW2767888671
IdiomaEN
Citações recebidas3
Referências citadas54

In this article, we wish to investigate if disciplinary differences exist among students when considering the topic of civic engagement. We use freehand drawing to create a learning environment in the classroom wherein students can seek to develop meaningful associations with civic engagement. The drawings examined here, produced by three different class groups, provide insights into how young adults perceive their society and their place in it, and thus communicate their understanding of civic engagement. Freehand drawing, in bypassing cognitive verbal processing routes, leads students to produce clearer and more holistic images. It allows them to put into visuals a level of comprehension that is sometimes difficult for them to articulate with words. This use of the visual method can help students to identify the tacit knowledge that they already possess

Civic engagement · Class (philosophy · Comprehension · Discipline · Mathematics education · Perception · Political science · Social science · Sociology · Student engagement · Computer Science · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Participatory Visual Research Methods · Psychology