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Drawing from a study of women on boards in Egypt, in this methodological article we propose and illustrate four parts of a multidimensional feminist hermeneutic process for Interpretative Phenomenological Analysis (IPA) as a method of uncovering hidden stories of marginalised voices and unrecognised contexts. Underpinned by Heidegger’s hermeneutic phenomenology, our novel four-stage approach includes visual images as an alternative mode of data (re)presentation within the hermeneutic circle of interpretation. We show how IPA enables (re)imagining new possibilities of doing and writing feminist research and promotes an in-depth knowledge of the lived experience of women, as well as the systemic issues that concern them. Our contribution highlights our IPA process and outcomes, as a form of feminist praxis that prioritises the recognition of marginalisation and Otherness, embraces an ethic of care towards research participants and researchers, and provides a transformative, emancipatory opportunity for reciprocal learning, awareness and knowing of experience. [ABSTRACT FROM AUTHOR]

Narratives, or stories, are used every day by people as a way of making sense of and communicating events in the world. Narratives can be highly useful as a learning tool in science education. Though research on narrative-based pedagogy in science education and communication is very common, most of that research was done in formal settings. Our study followed fourth-grade students who visited the science museum on a field trip, entitled "The Life of Leonardo Da Vinci," which used narrative-based pedagogy (e.g. the story of Leonardo da Vinci) as a common thread throughout the visit. Interviewing the students after the visit revealed that most students remembered facts mentioned in the narrative, and the narrative had a long-term effect. The students remembered this visit better than other visits. In addition, more than half of the students used vocabulary that could be associated with the visit. This study supports the idea that art-based research methods can be effective. Using photos and images proved to be more engaging for students, and all students used the photos of exhibits and other images to create their own stories. [ABSTRACT FROM AUTHOR]

The incursion of tourism into schools is an increasing phenomenon, whether through volunteer tourism, developmentourism or philanthropic tourism. Tourism studies have largely ignored children as stakeholders in tourism destinations. In Zimbabwe, economic turbulence has led to a broken education system that relies on external donors to finance schools. As part of this financing, some schools welcome tourists in exchange for funds, sponsorship or infrastructure. Tourists in these settings usually visit schools as part of a mass tour for between 2 and 3 h, with the expectation that children will receive financial benefits or improve their English speaking skills. This paper uses art-based methods to centre children in the research process and reporting. Using children's drawings and extracts from the interviews and observations, the findings of this study indicate that children in the school experience the school tour in a repetitive manner. In contrast, interviews with adults suggest that school tours are positioned as enjoyable and valuable due to the exposure to English. The data generated by this study contribute to our understanding of children at host destinations and the use of art-based methods. [ABSTRACT FROM AUTHOR]

This article will provide an overview of how the Arts and Humanities Research Council (AHRC) Global Challenges Research Fund (GCRF) project Mobile Arts for Peace (MAP) has attempted to explore the use of interdisciplinary art-based practices for peacebuilding in Rwanda. In particular, we will detail how performance has been used to create a two-way system of communication between young people and policy-makers based on the issues that young people face towards developing an approach to teaching and learning informed by and with young people. [ABSTRACT FROM AUTHOR]

Secondary schoolgirls' experiences of persisting at school in rural Cambodia were the focus of this study. The study worked with 43 schoolgirls from two state-run schools. This paper reflects on how reciprocity and visual methods enabled the work of hearing the schoolgirls' voices across language and cultural barriers. Reciprocity was a central concern and took the form of collaborative knowledge building to establish trustworthiness, as well as various reciprocal acts that 'gave back' to those involved in the study. The use of visual methods, such as visual narratives, self-managed video interviews, and advice posters sought to mitigate power differentials, address language barriers, and recognise schoolgirls as experts in girls' education. The paper discusses the advantages and constraints of this innovative approach, and proposes that cross-cultural research that provides girls with autonomy during the research process is necessary if those working with girls seek to valorise girls' voices and experiences. [ABSTRACT FROM AUTHOR]

Place branding refers to the creation of value in space by reinforcing and representing place assets in a cohesive manner, as a narrative image of the place itself. Such narratives of place are important in planning as well, when developing (strategic) spatial strategies. We argue that place branding and planning can be bridged, through cultural narratives built on local knowledge and the perceived meanings and images of place. However, there is a knowledge gap on how to build cultural narratives in multi-stakeholder processes. While participatory planning methods are increasingly applied, we argue for a greater role of art and arts-based methods. Accordingly, our key question is, how can arts-based methods support the creation of cultural narratives for place branding and planning? To address this question, we outline an approach based on the principles of Appreciative Inquiry. The approach is illustrated through a case study in Finland where we initiated a process of co-creation of place-based narratives. We analyse how the process was organized and facilitated, and what the challenges and lessons learnt were. The paper ends with a discussion, and draws conclusions on the relevance of arts-based methods for the wider debate on place branding and spatial planning. [ABSTRACT FROM AUTHOR]

This narrative describes the author's experience working with a group in Holistic Arts-Based Mindfulness Program (HAP) where he experienced personal growth and became a champion for assisting LGBTQ youth to develop awareness, emotion regulation, acceptance and non-judgment. [ABSTRACT FROM AUTHOR]

Walter Benjamin was fascinated by notebooks which he kept compulsively throughout his life. In this methodologically experimental paper, I create a series of thirteen notebooks for Walter Benjamin as a way of engaging with Benjamin's thought and also of considering the importance of notebooks as one of the tools available to organizational scholars. I will use this experimental work to draw tentative conclusions about the role of the visual in researching organizational phenomena concentrating on the work of Benjamin himself. [ABSTRACT FROM AUTHOR]