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Following A/r/tography in Practice: From Possibility to Potential (2014)

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A/r/tography is an educational practicebased research methodology in which knowing, learning, and making are not opposed to each other, but instead, are encompassed within the sensation and movement of art practice. It is an affirmative approach to research. Rather than seeking to uncover something that is hidden, it acknowledges that with every move, every change, there is new reality added to the world. Irwin (2004) explains a/r/tography as “an act of interdisciplinarity” (p. 9) for the artists/researchers/teachers who integrate these identities in their personal and professional lives. A/r/tographic practice veers away from already-defined certainties of what makes for ‘good practice’, awayfrom a nuts-and-bolts technical knowhow, and even away from practical emphases on procedures.

Keywords: a/r/tography ; artistic practice ; becoming ; becoming pedagogical ; emergence ; materiality ; plausibility ; possibility ; potentiality ; probability ; relationality ; rhizomatic ; Summerhill ; teacher education

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Following A/r/tography in Practice: From Possibility to Potential (2014)
Intellect , 385 (2024); https://doi.org/10.1386/9781789388688_28
/content/books/9781789388688.c22
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References

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References

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     [Google Scholar]
  2. Agamben, G. (2011). Nudities (D. Kishik & S. Pedatella, Trans.). Stanford University.
     [Google Scholar]
  3. Aristotle (1939). On the heavens (W. K. C. Guthrie, Trans.). Harvard University Press.
     [Google Scholar]
  4. Deleuze, G., &Guattari, F. (2004). A thousand plateaus: Capitalism and schizophrenia (B. Massumi, Trans.). Continuum Impacts.
     [Google Scholar]
  5. Irwin, R. L. (2004). A/r/tography: A metonymic métissage. In R. L. Irwin &A. de Cosson (Eds.), A/r/tography: Rendering self through arts-based living inquiry (pp. 27–38). Pacific Educational Press.401
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  6. Irwin, R. L. (2008). Communities of a/r/tographic practice. In S. Springgay, R. L. Irwin, C. Leggo, &P. Gouzouasis (Eds.), Being with a/r/tography (pp. 71–80). Sense.
     [Google Scholar]
  7. Irwin, R. L., &O'Donoghue, D. (2011). Thinking ourselves into our pedagogy and art practices [Keynote presentation]. IJADE Conference, Chester, England.
     [Google Scholar]
  8. Lather, P. (2010). Engaging science policy from the side of messy. Peter Lang.
     [Google Scholar]
  9. Malpas, J. E. (2008). At the threshold: The edge of liminality. For the exhibition “Liminality”, C. Langridge (Curator). Carnegie Gallery, Hobart, Tasmania, March 2008. http://jeffmalpas.com/wpcontent/uploads/2013/02/The-Threshold-of-the-World
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     [Google Scholar]
  11. Massumi, B. (2008). The thinking-feeling of what happens. Inflexions, 1(1), 1–40. http://www.inflexions.org
     [Google Scholar]
  12. Morrow, R. (1994). Critical theory and methodology. SAGE.
     [Google Scholar]
  13. Neill, A. S. (1960). Summerhill: A radical approach to child rearing. Hart.
     [Google Scholar]
  14. O'Sullivan, S. (2001). The aesthetics of affect: Thinking art beyond representation. Angelaki: Journal of the Theoretical Humanities, 6(3), 25–35.
     [Google Scholar]
  15. Pinar, W. (2004). What is curriculum theory? Routledge.
     [Google Scholar]
  16. Pitt, A. J. (2003). The play of the personal: Psychoanalytic narratives of feminist education. Peter Lang.
     [Google Scholar]
  17. Podesva, K. L. (2007). A pedagogical turn: Brief notes on education as art. Fillip 6 (Summer 2007). http://fillipca/content/a-pedagogical-turn
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  19. Shaviro, S. (2009). Without criteria. MIT Press.
     [Google Scholar]
  20. Stronach, I. (2005). On her majesty's disservice: The government inspector and Summerhill school [Paper presentation]. First International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign. http://www.esri.mmu.ac.uk./respapers/papers-pdf/stronach0505.pdf
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