Art-Based Inquiry 

Chair: Mijeong Lee

Korea National University of Education, South Korea

Art-Based Inquiry (ABI) of AQIA is a group of researchers interested in exploring Asian philosophy, society, culture, education, medicine, science, and technology through art-based research methods. Art-Based research is a method of understanding educational phenomena or social behaviors using expressive, aesthetic, and emotional forms and insights provided by art. Applying artistic insights and creations to research is still an adventurous task that challenges existing research traditions compared to the existing linguistic, logical, and analytical rigorous research method framework. Nonetheless, ABI is undoubtedly a valuable subject that can expand the world of research as art by taking the strengths of existing qualitative research and supplementing the weaknesses.

Critical Inquiry in Asia 

Chair: Fatma Mizikaci

Ankara University, Turkey 

Critical inquiry SIG consists of researchers who inquire and produce thoughts on critical issues in education, philosophy, society, culture, and technology with a specific focus on Asia and the Asian-related world of inquiry. Critical Inquiry SIG is a collective commitment of critical qualitative researchers who aim to formulate alternative thinking using critical perspectives with and beyond Western-oriented critical social theory. Critical inquiry does not only recognize but also reassures a methodological approach by going in-depth and broad from the surface that critically constructs an understanding of what is humane. On this ground, we believe that through critical inquiry on democracy, social justice, social responsibility, and equality, new areas of thinking can be created to construct a better humane world order. Qualitative researchers of Critical Inquiry discuss and investigate the challenges and uncertainties of the world and call for a collective struggle for transformative critical perspectives. 

Ethnic Studies in Asia 

Chair: Kazuku Suzuki

Texas, A & M University, U.S.

Multiculturalism and Qualitative Research  

Chair: Jaehong Joo

Chinju National University of Education, South Korea

Multiculturalism and Qualitative Research SIG is a group of researchers interested in multicultural research in each Asian country and region. With the increase in international migration, immigration and international exchange, the exploration of multiculturalism is a very important research topic in terms of understanding social phenomena and forming a harmonious society. Accordingly, this SIG is interested in research on cultural diversity, multicultural phenomena caused by migration and immigration, characteristics and problems of multicultural society, multicultural education, and multicultural literacy/competencies.

Portraiture and Qualitative Inquiry  

Chair: Hyunju Lee

Ewha Womans University, South Korea

Portraiture and Qualitative Inquiry SIG is a group of researchers interested in exploring and portraying the inner aspects of a person including personal beliefs, philosophies, commitments, inspirations and deep-rooted values. Just as we can naturally feel the inner world of a person when seeing a well-drawn portrait, a written portrait captures the richness, complexity, and dimensionality of human experience in a social and cultural context through dialogues between the portraitist and the subject. Accordingly, the SIG aims to explore new possibilities and research topics of portraiture methodology.

Transboundary learning cultures and schooling 

Chair: Percy Kwok

The Education University of Hong Kong, Hong Kong

Transboundary learning cultures and schooling (TLCS) research SIG is a group of researchers devoted to doing transcultural, transdisciplinary, and trans-paradigmatic research in each Asia-Pacific country and region. Glocalization and the COVID-19 pandemic initiated and have transformed learning and teaching spaces, integrating daytime schooling and shadow education, individual learning and collaborative learning communities, informal and informal education, learning and teaching in real and virtual worlds, lifelong and life-wide education, online and offline learning, and theory and practice. Such TLCS analyzes the phenomenon of transboundary space, which shapes new research directions in transboundary, transcultural, transdisciplinary, and trans-paradigmatic education.The ‘landscape’ of TLCS broadens the territorial scope of research fields in arts, education, ethics, human and natural sciences, laws, philosophy, research paradigms and methodology, and so forth. The ‘timescape’ of TLCS extends the time boundaries of daytime schooling, face-to-face mode of delivery, synchronous learning, and formal education systems. Stakeholders in TLCS include learners, instructors, leaders, researchers, and teachers of all ages. ‘Transboundary’ in TLCS means ‘boundary-crossing or passport-hopping’, ‘fusion and reconstruction of concepts’, ‘transcending disciplines and research paradigms’, ‘co-existence of learning and teaching paths’, and ‘reconnecting research foci to form new ones’. Most importantly, TLCS research aims to decenter the lens of cross-cultural, cross-national, cross-regional, and cross-theoretical analysis in educational and social research.