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A Different Difference: Ethics and Embodiment as Betweenness

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In this commentary paper, I address the notion of ethics as an inherent potential of a/r/tographical practices that activate embodiment through relational mapping of concepts in a response process of thinkingmaking-doing. I explore how the rhizomic nature of a/r/tography invites me to mark the concept of difference as betweenness that relates the three propositions that serve to guide movements: 1) the response process of my practices as an international researcher new to a/r/tography; and 2) the conceptualization of betweenness, which itself is a space for the assemblage of thinking in a distinctive way; and 3) for the emergence of a relational “self” as always between, in other words, a self-in-relation that has already exists.

Keywords: A/r/tography ; Art practice ; Becoming ; Difference ; Lived experience ; Living inquiry ; Newcomer ; Response ; Rhizome ; Self-in-conversation

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A Different Difference: Ethics and Embodiment as Betweenness
Intellect , 245 (2024); https://doi.org/10.1386/9781789388688_18
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References

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References

  1. Biesta, G. (2018). What if? Art education beyond expression and creativity. In C. Naughton, G. Biesta, &D. R. Cole (Eds.), Art, artists and pedagogy: Philosophy and the arts in education (pp. 1–10). Routledge.253
     [Google Scholar]
  2. Burke, G., Peterken, C., Hall, C. A., &Bennett, R. G. (2014). Belonging, being and becoming in the arts through a/r/tography: (Re)imagining early childhood teacher education. Australian Art Education, 36(2), 22–39.
     [Google Scholar]
  3. Cisney, V. W. (2014). Becoming-other: Foucault, Deleuze, and the political nature of thought. Foucault Studies, 17, 36–59. https://doi.org/10.22439/fs.v0i17.4252
     [Google Scholar]
  4. Coleman, K. (2018). Through the looking glass: Reflecting on an embodied understanding of creativity and creative praxis as an a/r/tographer. In A. Sinner, R. L. Irwin, &T. Jokela (Eds.), Visually provoking: Dissertations in art education (pp. 50–59). Lapland University Press.
     [Google Scholar]
  5. Deleuze, G., &Guattari, F. (1994). What is philosophy? (H. Tomlinson & G. Burchell, Trans.). Columbia University Press.
     [Google Scholar]
  6. Fraser, M. (2006). Event. Theory, Culture & Society, 23(2–3), 129–132.
     [Google Scholar]
  7. Irwin, R. L. (2013). Becoming a/r/tography. Studies in Art Education, 54(3), 198–215. https://doi.org/10.1080/00393541.2013.11518894
     [Google Scholar]
  8. Irwin, R. L., Beer, R., Springgay, S., Grauer, K., Xiong, G., &Bickel, B. (2006). The rhizomatic relations of a/r/tography. Studies in Art Education, 48(1), 70–88. https://doi.org/10.1080/00393541.2006.11650500
     [Google Scholar]
  9. Irwin, R. L., Pardiñas, M. J. A., Barney, D. T., Chen, J. C. H., Dias, B., Golparian, S., &MacDonald, A. (2017). A/r/tography around the world. In G. Barton &M. Baguley (Eds.), The Palgrave handbook of global arts education (pp. 475–496). Palgrave Macmillan.
     [Google Scholar]
  10. La Jevic, L., &Springgay, S. (2008). A/r/tography as an ethics of embodiment. Qualitative Inquiry, 14(1), 67–89. https://doi.org/10.1177/1077800407304509
     [Google Scholar]
  11. Leitch, T. (2008). Adaptation studies at a crossroads. Adaptation, 1(1), 63–77. https://doi.org/10.1093/adaptation/apm005
     [Google Scholar]
  12. Madrid Manrique, M. (2014). Inclusivity and aesth/ethics in third participatory a/r/tographic spaces. Visual Inquiry, 3(2), 149–166.
     [Google Scholar]
  13. Mashayekhi, A. (2014). Manntegh-e takvin-e zaman dar tafavot-o-tekrare Deleuze [The logic of time in difference and repetition of Deleuze], Ketab-e Mah-e Phalsaphe, 81, 50–61.
     [Google Scholar]
  14. O'Donoghue, D. (2015). The turn to experience in contemporary art: A potentiality for thinking art education differently. Studies in Art Education, 56(2), 103–113. https://doi.org/10.1080/00393541.2015.11518954
     [Google Scholar]
  15. Pifer, M. J., &Baker, V. L. (2014). “It could be just because I'm different”: Otherness and its outcomes in doctoral education. Journal of Diversity in Higher Education, 7(1), 14–30.
     [Google Scholar]
  16. Rogoff, I. (2006). “Smuggling”—An embodied criticality. European Institute for Progressive Cultural Policies, 2, 1–7.
     [Google Scholar]
  17. Rowner, I. (2015). Gilles Deleuze: The becoming of the event. In I. Rowner (Ed.), The event: Literature and theory (pp. 122–158). University of Nebraska Press.
     [Google Scholar]
  18. Semetsky, I. (2004). Becoming‐language/becoming‐other: Whence ethics? Educational Philosophy and Theory, 36(3), 313–325. https://doi.org/10.1111/j.1469-5812.2004.00070.x
     [Google Scholar]
  19. Semetsky, I. (2006). Becoming-other. In I. Semetsky (Ed.), Deleuze, education and becoming (3rd ed., pp. 1–27). Sense.
     [Google Scholar]
  20. Semetsky, I. (2011). Becoming-other: Developing the ethics of integration. Policy Futures in Education, 9(1), 138–144. https://doi.org/10.2304/pfie.2011.9.1.138254
     [Google Scholar]
  21. Sinner, A., Jreidini, R., Yazdanpanah, E., &Vargas, S. (in press). Walking the talk: Geostories and transnational a/r/tography. In N. Lee, J. Ursino, M. Mosavarzadeh, &R. L. Irwin (Eds.), Material and digital a/r/tographic explorations: Walking Matters. Springer.
     [Google Scholar]
  22. Springgay, S., Irwin, R. L., &Wilson Kind, S. (2005). A/r/tography as living inquiry through art and text. Qualitative Inquiry, 11(6), 897–912. https://doi.org/10.1177/1077800405280696
     [Google Scholar]
  23. Springgay, S., &Truman, S. E. (2017). On the need for methods beyond proceduralism: Speculative middles, (in)tensions, and response-ability in research. Qualitative Inquiry, 24(3), 203–214. https://doi.org/10.1177/1077800417704464
     [Google Scholar]
  24. Snepvangers, K., Davis, S., &Taylor, I. (2018). Transforming dialogues about research with embodiment and walking pedagogies in art, education and cultural sphere. In K. Snepvangers &S. Davis (Eds.), Embodied and walking pedagogies: Engaging the visual domain: Research co-creation and practice (pp. 1–15). Common Ground Research Networks.
     [Google Scholar]
  25. Triggs, V., &Irwin, R. L., with Beer, R., Grauer, K., Xiong, G., Springgay, S., & Bickel, B. (2008). Educational Arts as Aesthetic Politics. Working Papers in Art and Design, 5, 1–13.
     [Google Scholar]
  26. Triggs, V., &Irwin, R. L. (2019). Pedagogy and the a/r/tographic invitation. In R. D. Hickman (Ed.), The international encyclopedia of art and design education (Vol. 3, pp. 1–16). Wiley Blackwell.
     [Google Scholar]

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