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This article represents a paradigm analysis of the characteristics of arts-based research (ABR) in an effort to reconceptualize the potential of arts-based practices in generating new curriculum approaches for general education practice and the development of the learner. Arts-based theoretical models—or art for scholarship’s sake—are characteristically poststructural, prestructural, performative, pluralistic, proliferative, and postparadigmatic, offering the promise of divergent pedagogical pathways worthy of new exploration.
James Haywood Rolling (2010) studied this question.