Deconstructing the taken-forgrantedness of institutional knowledge and power in arts education: Restoring the voice of the creative student

In Paul Ashwin's (2009) critique of much research into teaching-learning processes in higher education, he notes the shortcomings of approaches to research that tend to focus exclusively on either the lecturer-practitioner's or student's perspective rather than analysing the ongoing dynamic interplay between lecturer-practitioners and students (2009). In particular he notes the need for research methods that bring transparency to the emerging and shifting relations of power between these two primary stakeholders.