Two Teacher-Researchers' Reflections on a Review of Using Arts-Based Mixed Methods With Diverse Stakeholders

Educational research methods are becoming increasingly more complex to address dynamic contexts and factors. Although researchers increasingly use mixed methods and arts-based approaches to address this complexity, their integration in studies involving diverse stakeholders is under-theorized. To address this gap, we conducted a systematic review to identify what such studies conceptually and methodologically offer us as teacher-researchers, one in a university context and one in a k-12 context. Our reflections highlight how our different positionalities impact our envisioned applications for these studies in our own work. We then compare four exemplars identified through our review to highlight the benefits and challenges to integrating arts-based approaches in mixed methods studies when working cross-culturally with research team members, participants, and other stakeholders.