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Pedagogy and the A/r/tographic Invitation (2019)

image of Pedagogy and the A/r/tographic Invitation (2019)

This chapter considers the significance of a/r/tographic image-making for pedagogical practice. Through inviting a pedagogy that is not just about eliciting behavior, we examine the potential in images for intervening in traditional notions of cause and effect between teaching and learning. We analyze the a/r/tographic invitation for pedagogy by considering how images invite a sense of connection as well as difference through being both performative and relational. Recognizing the relational responsibility in the performativity of images compels attunement to a more immediate kinship between teaching and learning: an asymmetric relation from within which bodies may be propelled into further experience, rather than toward any ultimate culmination.

Keywords: becoming pedagogical ; collaboration ; embodiment ; emergence ; experimentation ; image-making ; inquiry ; living inquiry ; more than human ; movement ; pedagogy ; performativity ; practice based methodology ; relationality ; responsibility

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Pedagogy and the A/r/tographic Invitation (2019)
Intellect , 403 (2024); https://doi.org/10.1386/9781789388688_29
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References

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References

  1. Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.
     [Google Scholar]
  2. Beer, R., Irwin, R. L., Grauer, K., &Xiong, G. (2010). Research and creation: Socially-engaged art in The City of Richgate project. International Journal for Education Through Art, 6(2), 213–227.418
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  3. Bickel, B. (2008). Unveiling a sacred aesthetic: A/r/tography as ritual. In S. Springgay, R. L. Irwin, C. Leggo, &P. Gouzouasis (Eds.), Being with a/r/tography (pp. 81–94). Sense.
     [Google Scholar]
  4. Bickel, B., Springgay, S., Beer, R., Irwin, R. L., Grauer, K., &Xiong G. (2010). A/r/tographic collaboration as radical relationality. International Journal of Qualitative Methods, 10(1), 86–102.
     [Google Scholar]
  5. Boulton, A., Grauer, K., &Irwin, R. L. (2016). Becoming teacher: A/r/tographical inquiry and visual metaphor. International Journal of Art & Design Education, 36(2), 200–214.
     [Google Scholar]
  6. Carter, M., Beare, D., Belliveau, G., &Irwin, R. L. (2011). A/r/tography as pedagogy: A promise without guarantee. Canadian Review of Art Education, 38, 17–32.
     [Google Scholar]
  7. Darts, D. (2004). Visual culture jam: Art, pedagogy and creative resistance. Studies in Art Education, 45(4), 313–327.
     [Google Scholar]
  8. Davis, B., Sumara, D., &Luce-Kapler, R. (2015). Engaging minds: Cultures of education and practices of teaching (3rd ed.). Routledge.
     [Google Scholar]
  9. Deleuze, G., &Guattari, F. (1980). A thousand plateaus. University of Minnesota Press.
     [Google Scholar]
  10. Dias, B., &Sinkinson, S. (2005). Film spectatorship between queer theory and feminism: Transcultural readings. International Journal of Education and the Arts, 1(2), 143–152.
     [Google Scholar]
  11. Ellsworth, E. (2005). Places of learning media. Aachitecture, pedagogy. Routledge.
     [Google Scholar]
  12. Gouzouasis, P., Irwin, R. L., Miles, E., &Gordon, A. (2013). Commitments to a community of artistic inquiry: Becoming pedagogical through a/r/tography in teacher education. International Journal for the Arts in Education, 14(11–23). http://files.erc.ed.gov/fulltext/EJ1011353.pdf
     [Google Scholar]
  13. Irwin, R. L. (2003). Towards an aesthetic of unfolding in/sights through curriculum. Journal of the Canadian Association for Curriculum Studies, 1(2), 63–78. http://pi.library.yorku.ca/ojs/index.php/jcacs/issue/view/712/showToc
     [Google Scholar]
  14. 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]
  15. Irwin, R. L. (2013). Becoming a/r/tography. Studies in Art Education, 54(3), 198–215.
     [Google Scholar]
  16. Irwin, R. L. (2017). Maple jazz: An artist's rendering of currere. In M. Doll (Ed.), The reconceptualization of curriculum studies: A festschrift in honour of William F. Pinar (pp. 93–102). Routledge.
     [Google Scholar]
  17. Irwin, R. L., Beer, R., Springgay, S., Grauer, K., Xiong, Gu, &Bickel, B. (2006). The rhizomatic relations of a/r/tography. Studies in Art Education, 48(1), 70–88.
     [Google Scholar]
  18. Irwin, R. L., Bickel, B., Triggs, V., Springgay, S., Beer, R., Grauer, K., Xiong, G., &Sameshima, P. (2009). The City of Richgate: A/r/tographic cartography as public pedagogy. International Journal of Art and Design Education, 28(1), 61–70.
     [Google Scholar]
  19. Irwin, R. L., Boulton-Funke, A., &LeBlanc, N. (2014). Radicant art teacher education. In R. Marin Viadel &Joaquin R. (Eds.), (Re)presentations, glances, reflections in arts based research and artistic research: Proceedings of the 2nd International Conference (Vol. 1, pp. 25–46). University of Granada, Granada.
     [Google Scholar]
  20. Irwin, R. L., &O'Donoghue, D. (2012). Encountering pedagogy through relational art practices. International Journal of Art and Design Education, 31(3), 221–236.
     [Google Scholar]
  21. Irwin, R. L., Rogers, T., &Reynolds, K. J. (2000). In the spirit of gathering. Canadian Review of Art Education, 27(2), 51–72.419
     [Google Scholar]
  22. Irwin, R. L., Rogers, T., &Wan, Y. (1999). Making connections through cultural memory, cultural performance, and cultural translation. Studies in Art Education, 40(3), 198–212.
     [Google Scholar]
  23. LeBlanc, N., Davidson, S., Ryu, J. Y., &Irwin, R. L. (2015). Becoming through a/r/tography, autobiography and stories in motion. International Journal of Education Through Art, 11(3), 355–374.
     [Google Scholar]
  24. Leggo, C., &Irwin, R. L. (2013). Becoming pedagogical: sustaining hearts with living credos. In Education, 19(1), 2–17. http://ineducation.ca/index.php/ineducation/article/view/41/590
     [Google Scholar]
  25. Leggo, C., Sinner, A., Irwin, R. L., Pantaleo, K., Gouzouasis, P., &Grauer, K. (2011). Lingering in liminal spaces: A/r/tography as living inquiry in a language arts class. International Journal of Qualitative Studies in Education, 24(2), 239–256.
     [Google Scholar]
  26. Llinás, R. (2001). I of the vortex: From neurons to self. MIT Press.
     [Google Scholar]
  27. Lusted, D. (1986). Why pedagogy? Screen, 27(September–October), 2–14.
     [Google Scholar]
  28. Massumi, B. (2002). Parables for the virtual: Movement, affect, sensation. Duke University Press.
     [Google Scholar]
  29. Massumi, B. (2008). The thinking-feeling of what happens. INFleXions, 1(1). http://inflexions.org/n1_The-Thinking-Feeling-of-What-Happens-by-Brian-Massumi.pdf
  30. May, H., O'Donoghue, D., &Irwin, R. L. (2014). Performing an intervention in the space between art and education. International Journal of Education Through Art, 10(2), 163–177.
     [Google Scholar]
  31. Neilsen, L. (2008). Foreword. In S. Springgay, R. L. Irwin, C. Leggo, &P. Gouzouasis (Eds.), Being with a/r/tography (pp. xv–xviii). Sense.
     [Google Scholar]
  32. O'Sullivan, S. (2001). The aesthetics of affect: Thinking art beyond representation. Angelaki: Journal of the Theoretical Humanities, 6(3), 125–135.
     [Google Scholar]
  33. Scranton, R. (2015). Learning to die in the anthropocene: Interview with Roy Scranton [by Jamie Kruse & Elizabeth Ellswoth] (weblog post). Friends of the Pleistocene. September 24. http://fopnews.wordpress.com/2015/09/24/scrantonanthropocene
  34. Sorensen, M., &Triggs, V. (2016, May 28–June 3). Practicing the tock: Field experience and diffractive thinking [Paper Presentation]. Canadian Society for the Study of Education Annual Meeting (CSSE), Calgary.
  35. 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.
     [Google Scholar]
  36. Thrift, N. (2007). Non-representational theory: Space, politics, affect. Routledge.
     [Google Scholar]
  37. Triggs, V., Irwin, R. L., &Leggo, C. (2014). Walking art: Sustaining ourselves as arts educators. Visual Inquiry: Learning and Teaching Art, 3(1), 21–34.
     [Google Scholar]
  38. Triggs, V., Irwin, R. L., &O'Donoghue, D. (2014). Following a/r/tography in practice: From possibility to potential. In K. M. Miraglia &C. Smilan (Eds.), Inquiry in action: Research methodologies in art education (pp. 253–264). National Art Education Association.
     [Google Scholar]
  39. Triggs, V., Irwin, R. L., Beer, R., Grauer, K., Springgay, S., &Xiong, G. (2011). The City of Richgate: Multiplicity of movement in nature, culture and public pedagogy. In C. McLean &R. Kelly (Eds.), Creative arts in research for community and cultural change (pp. 211–236). Detselig/Temeron Press.
     [Google Scholar]

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