Arts-Based Inquiry in Education: Fostering Critical Reflection and Transformative Learning

This paper explores the application of arts-based inquiry in education, focusing on its potential to facilitate critical reflection and transformative learning experiences. Drawing upon theories of aesthetic education, phenomenology, and critical pedagogy, the paper examines how arts-based approaches such as visual arts, narrative, and performance can deepen students' engagement with complex social issues and promote personal and social transformation. It discusses the role of creative expression in facilitating meaning-making, empathy, and perspective-taking among learners, fostering deeper understanding and connection to diverse lived experiences. Through case studies and examples, the paper illustrates the transformative power of arts-based inquiry in challenging dominant narratives, promoting social justice, and fostering agency and advocacy among students. Additionally, the paper addresses considerations such as ethical dilemmas, power dynamics, and the role of the educator in facilitating arts-based inquiry processes. It concludes by highlighting the need for further research and collaboration to harness the potential of arts-based inquiry as a catalyst for transformative education.