In this article I offer reflections on my experiences of using autoethnographic and arts‐based methodology in order to research within the realm of arts education. This approach enabled me to deeply analyse my own lived‐experiences and interact with the work and responses of others. Liminal spaces between identities of artist, researcher and teacher are explored through the creation of artwork, using discarded and leftover marks found in the classroom or recorded through the lens of a camera. Zones of discovery emerge from embracing initial discomfort. The images and photographs used throughout this research project, alongside the glimpses into both my own and interviewees’ lives, professional and personal, generate stories that begin to create a larger narrative. It has been recognised that stories can be found in moments and the visual representations offered by participants and through my own mark‐making and recording frame these moments. Ideas and findings were recorded as they emerged using a research journal and sketchbook, intentionally accepting my own contribution to the research, building on this, as opposed to pretending, that our interests and ways of making sense of others is, or should be, divorced from the people and experiences we are. This approach provided rich insights. Through shared experiences I felt that there was the space and opportunity for collaboratively generating meaning with participants as ideas, feelings and issues were clarified, mapped and negotiated through discussion, using both image and word.

中文翻译：

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从不适中发现；以人种学，传记和艺术为基础的研究方法

在本文中，我对使用民族志学和基于艺术的方法论以在艺术教育领域进行研究的经历进行了反思。这种方法使我能够深入分析自己的生活经历，并与他人的工作和回应进行互动。通过使用在教室中发现或通过相机镜头记录的废弃标记和剩余标记，通过创作艺术品来探索艺术家，研究人员和教师之间的身份空间。发现区域是从最初的不适感产生的。在整个研究项目中使用的图像和照片，以及对我本人和受访者的生活（无论是职业还是个人）的瞥见，都产生了故事，这些故事开始创造出更大的叙事。人们已经认识到，故事可以在瞬间出现，参与者可以通过我自己的标记和记录框架在瞬间获得视觉呈现。使用研究期刊和速写本记录想法和发现时的想法和发现，有意接受我自己对研究的贡献，在此基础上而不是假装我们的兴趣和理解他人的方式已或应予离婚来自我们的人民和经验。这种方法提供了丰富的见解。通过分享经验，我感到有空间和机会与参与者共同产生意义，因为通过使用图像和文字通过讨论来澄清，映射和协商想法，感觉和问题。