Towards a strategic ethics for researching and facilitating elder care

Abstract

This study seeks to generate meaningful data on the delivery of arts-led interventions as a form of non/formal learning in an elder care setting.
Employing a/r/tography as a methodological impulse, and research methods that meet the ontological and epistemic frames of attendees to the field, I research my a/r/tographic self as the phenomena.
The research text asks what impact the fluidity and porosity of a/r/tographic identities (artist/researcher/teacher) has on the self, and how this can be referenced to inform non/formal learning in wider social care and community-led settings.
Through undertaking this living inquiry, I present ethical strategies of opening and enfolding through a/r/tographic diffraction, offering alternative iterations of caregiving, education, the arts, and health and wellbeing studies.