This paper presents a reflexive, art-based inquiry into how clay making can serve as a conduit for embodied reflection and multi-faceted professional identity development among academic practitioners. Conducted over six 2-hour sessions, the project involved two co-researchers, an art therapist, and a visual sociologist, engaging in a structured yet intuitive process that included intentional space-setting, guided dialogue, silent clay work, visual documentation, journaling, and collaborative reflection. Drawing on qualitative and art-based methodologies, the study employed clay not merely as a medium, but as an active participant in the inquiry process. The method foregrounded embodied knowing, dialogic interpretation, and material thinking as key modes of sense-making. Data was generated through clay sculptures, field notes, poetic writing, and transcribed audio reflections. The inquiry was guided by ethical frameworks emphasizing reflexivity, mutual accountability, and collaborative moral practice. Rather than producing generalizable outcomes, this inquiry illuminated how tactile engagement with clay can facilitate iterative cycles of introspection, symbolic expression, and relational understanding. It was reasoned that such art-based practices can re-humanize academic inquiry, offering fertile ground for scholars to critically engage with their identities, roles, and ways of knowing.
Lith et al. (2025) studied this question.