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This chapter features our innovative endeavors to inquire into an African-American student's potentially sensitive stories in a methodologically fluid and ethically delicate manner through two generative methods: digital narrative inquiry and musical narrative inquiry. Through a meta-level “inquiry into inquiry” approach, this work explores how we engaged in the digital and musical restorying of the participant's “Wounded Healer” narrative and uncovered its dynamism, cultural richness, and nuances. We subsequently represented the findings in humanizing ways using multimedia and music. Drawing on the insights from exploring these novel methods of digital and musical inquiry, our work illuminates noteworthy elements of narrative research: generativity, transformativity, interpersonal ethics, aesthetic ethics, and communal ethics. Additionally, the potential issue of trustworthiness in fluid narrative inquiries is addressed.

Adopting a brand prominence perspective, this study aims to examine how textual and visual brand elements influence the success of crowdfunding campaigns for aftermarket offerings.

A Python-based Web scraper was used to collect data from 620 crowdfunding campaigns for aftermarket offerings hosted on Kickstarter. The linguistic inquiry and word count application programing interface was then used to analyze the linguistic aspects of these campaigns. A fixed effects regression model was used to evaluate the hypotheses.

Textual and visual brand prominence are positively associated with campaign success. Further, with some variations, both types of brand prominence augment the positive effects of narrative and graphic design elements on campaign success.

This study makes novel theoretical contributions to the literature on branding, crowdfunding and aftermarket products. The results also provide practical insights to aftermarket enterprises on creating compelling crowdfunding campaigns.

By analyzing the direct and synergistic effects of branding, narrative and graphic design elements on crowdfunding success, this study extends various literature streams and identifies several future research opportunities.

This study explores the relevance of film texts in Indian social studies classrooms for students at the upper primary level. It examines how different types of visual texts can facilitate awareness, critical thinking, discussion and action.

Using multimodal discourse analysis (MDA), this paper critically evaluates five selective films from regional cinemas in India and explores their teaching implications for social studies. The study argues that films are vital multimodal resources that can challenge the prevailing narratives in social studies pedagogy. It conveys how the suggestive revised taxonomy could benefit the students. It proposes a classification system for film analysis with discussion and states how films can bring out interrelated themes and encourage deeper, critical inquiry within the curriculum. The study finds discourse around the films and qualitatively stresses dialogue exchange with sentiment analysis using MAXQDA software. Developed by VERBI software, MAXQDA is a product whose name is inspired by the German Sociologist Max Weber, while the ‘QDA' stands for Qualitative Data Analysis.

The films act as multimodal texts, navigators, metaphors, communicative circuits and catalysts. The paper concludes that films can improve and expand multimodal learning of social studies in three ways: films help learners connect emotionally with the concepts, films make the learning process more appealing and extend it beyond classroom boundaries and films offer a unique insight into the socio-cultural subtleties that are often limited in textbooks.

This research pioneers an intersectionality-driven framework for film analysis in the curriculum for Indian upper primary social studies, offering innovative pedagogical tools to enrich Indian curriculum insights and bridge existing knowledge gaps.

This chapter explores how coming into contact with the narratives of environmental victims helps to develop different forms of reflexivity useful for imagining and confronting environmental crises. The generation and sharing of environmental data and of visual and narrative experiences of lived environmental harms by ‘ordinary people’ amounts to more than merely supplying robust data to fellow citizens, scientists and decision-makers. It is also a proactive claim for social and environmental justice, especially when these people are silenced or even criminalised. While forms of civic monitoring can be regarded as a contribution to environmental governance, they have instead often been labelled as ‘subversive’ or illegal practices. In this contribution, the authors explore how ‘green’ activist criminology may help in the challenge to have these voices enabled and listened. The challenge has to be taken up by developing an active listening attitude towards the voices of people (‘folk voices’) affected by/exposed to environmental harms, enhancing visual imagination and complexity about the contested notion of the environmental victim, together with new ways of taking care and a new paradigm of the ‘active victim’. In the conclusion, the authors acknowledge the potential of an art-based inquiry that is inclusive of civic imaginaries and knowledge. However, they also stress that cultural barriers and ideologies may hamper this potential. Critical attitude and integrity of any scientific approach should be sought and preserved.

Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as school organization and culture, can pose barriers to subject integration. The purpose of this study is to describe synergies and tensions between data science and the arts, and how these can create or constrain opportunities for learners to engage in IIR.

The authors co-designed and implemented four arts-integrated data literacy units with 10 teachers of arts and mathematics in middle school classrooms from four different schools in the USA. The data include student-generated artwork and their written rationales, and interviews with teachers and students. Through maximum variation sampling, the authors identified examples from the data to illustrate disciplinary synergies and tensions that appeared to support different IIR processes among students.

Aspects of artistic representation, including embodiment, narrative and visual image; and aspects of the culture of arts, including an emphasis on personal experience, the acknowledgement of subjectivity and considerations for the audience’s perspective, created synergies and tensions that both offered and hindered opportunities for IIR (i.e. going beyond data, using data as evidence and expressing uncertainty).

This study answers calls for humanistic approaches to data literacy education. It contributes an interdisciplinary perspective on data literacy that complements other context-oriented perspectives on data science. This study also offers recommendations for how designers and educators can capitalize on synergies and mitigate tensions between domains to promote successful IIR in arts-integrated data literacy education.

Entrepreneurial intention – the decision to, and subsequent practice of, launching a business – is often referred to as a planned, considered act. Factors influencing the decision to embark on entrepreneurial ventures have been identified and used to create models of entrepreneurial intention. Do these models, which emerge primarily from behavioural psychology, hold true for participants in the cultural and creative industries (CCIs)? Narrative research conducted with 18 CCI entrepreneurs from Australia indicates that the intention to start their ventures is neither clearly identified nor defined. These narrative accounts present intention as a slippery notion – difficult to define, to separate from other factors, and to rely on with certainty. In these accounts, the founding of CCI ventures is revealed as a gradual, organic process, less distinct than existing models of entrepreneurial intention suggest. Three themes that impact on entrepreneurial intention are identified from these accounts – desire for personal growth, progression from freelancing, and realisation of creative projects – to further illuminate how venture creation takes place in the CCIs.

Entrepreneurial identity is a complex concept. It has been recognised as a subjective and dynamic socio-cognitive factor which is not stable over time and is part of an iterative formation process. This chapter explores the journey of adopting, implementing and reviewing visual methods, in order to examine entrepreneurial identity, from the researchers’ perspectives. A critical standpoint is offered which explores both the benefits and challenges that presented themselves in the search for rich data.

The paper investigates the pivotal role of storytelling as a pedagogical tool in tertiary education, specifically in the context of the practice-based doctoral framework in design disciplines. In such a doctoral model, storytelling assumes different meanings and nuances that open to a study in relation to the self-reflective process at the core of the learning paradigm.

The research methodology integrates a qualitative and participatory approach with visual and design-based methods through which the authors interact with primary sources (the body of work of PhD candidates) and relevant research literature.

Drawing on the expanding field of creative practice research, the research work evidences the emergence of storytelling as a research method and learning tool applied at different levels of the candidates' Doctor of Philosophy (PhD) journey and provides methodological insights into the practice-based doctoral training paradigm.

The paper demonstrates the role of storytelling as a learning tool and evidences the multiple levels that storytelling assumes over the course of a practice-based doctoral journey, integrating processual, operational and contextual dimensions.