Drawing Together: Art-Based Learning in the Migration Studies Classroom

• Published in: Journal of perspectives in applied academic practice Vol. 13; no. 2
• Main Author: Ivashinenko, Nina
• Format: Journal Article
• Language: English
• Published: 03.07.2025
• ISSN: 2051-9788; 2051-9788
• DOI: 10.56433/fr5m6t12

This article discusses innovative pedagogical methods used in teaching migration studies, emphasising the transformative potential of art-based and object-based learning. Drawing upon a wide research background in migration studies, this approach integrates theoretical insights with practical teaching experiences to explore the educational benefits of engaging students, both emotionally and intellectually, in migration topics. The paper highlights the application of enquiry-based learning and learning by doing, as advocated by educational theorists such as Hannan et al. (2016) and Bates (2019), to actively involve students in the learning process through direct interaction with course materials. Central to this teaching approach is the use of visual artefacts produced by migrant children—in this case, drawings and photographs representing Scotland—which serve as primary tools for teaching transnational culture and research positionality. This method not only supports students' emotional engagement, but also enhances their ability to conduct visual analysis and appreciate diverse socio-cultural perspectives. The learning strategies discussed here aim to foster a co-constructive learning environment in which students can explore and reflect on their own cultural assumptions and biases, as encouraged by Tasler and Dale (2021). The paper argues that such immersive and interactive learning experiences are key in helping students to develop transferable skills that extend beyond academic settings into personal and professional realms. The use of art in teaching migration studies facilitates a deeper understanding of the subject matter and promotes critical thinking and empathy among students from varied backgrounds. By transforming traditional pedagogical approaches, the paper demonstrates how modern education in migration studies can be enhanced to better prepare students for a globalised world, thereby making a compelling case for the broader adoption of these methods in higher education curricula.