Becoming through a/r/tography, autobiography and stories in motion¹

References

1. Aoki, T. ([1986/1991] 2005), ‘Teaching as indwelling between two curriculum worlds’, in W. F. Pinar and J. Rottmann (eds), Curriculum in a New Key: The Collected Works of Ted T. Aoki, Mahwah, NJ: Lawrence Erlbaum, pp. 159–65.
   [Google Scholar]
2. Bach, H. (2007), ‘Composing a visual narrative inquiry’, in D. J. Clandinin (ed.), Handbook of Narrative Inquiry: Mapping a Methodology, Thousand Oaks, CA: Sage Publications, pp. 280–307.
   [Google Scholar]
3. Britzman, D. P. (1986), ‘Cultural myths in the making of a teacher: Biography and social structure in teacher education’, Harvard Educational Review, 56:4, pp. 442–57.
   [Google Scholar]
4. Cummins, J. and Early, M. (2011), ‘Introduction’, in J. Cummins and M. Early (eds), Identity Texts: The Collaborative Creation of Power in Multilingual Schools, London: Institute of Education Press, pp. 3–19.
   [Google Scholar]
5. Davidson, S. F. (2014), ‘In response to the Writing on the Wall …’, YouTube, 15 March, https://www.youtube.com/watch?v=WOoR11sMRZw. Accessed 1 November 2014.
   [Google Scholar]
6. Deleuze, G. (1990), The Logic of Sense (trans. M. Lester and C. Stivale, ed. C. V. Boundas), New York: Columbia University Press.
   [Google Scholar]
7. Deleuze, G. and Guattari, F. (1987), A Thousand Plateaus: Capitalism and Schizophrenia (trans. B. Massumi), Minneapolis, MN: University of Minnesota Press.
   [Google Scholar]
8. Dewey, J. (1938), Experience and Education, New York: Kappa Delta Pi.
   [Google Scholar]
9. Ellsworth, E. (2005), Places of Learning: Media, Architecture, Pedagogy, New York: Routledge.
   [Google Scholar]
10. Garoian, C. R. (2013), ‘In the event that art occurs’, Visual Arts Research, 39:1, pp. 18–34.
    [Google Scholar]
11. Garoian, C. R. (2014), ‘In the event that art and teaching encounter’, Studies in Art Education, 56:1, pp. 384–96.
    [Google Scholar]
12. Garoian, C. R. and Gaudelius, Y. M. (2008), Spectacle Pedagogy: Art, Politics, and Visual Culture, Albany, NY: State University of New York Press.
    [Google Scholar]
13. Gouzouasis, P. (2006), ‘A reunification of musician, researcher, and teacher: A/r/tography in music research’, Arts and Learning Research Journal, 22:1, pp. 23–42.
    [Google Scholar]
14. Gouzouasis, P. (2008), ‘Music research in an a/r/tographic tonality’, Journal of the Canadian Association for Curriculum Studies, 5:2, pp. 33–58.
    [Google Scholar]
15. Gouzouasis, P. (2013), ‘The metaphor of tonality in artography’, UNESCO Observatory Multi-Disciplinary Journal in the Arts: E-Journal, 3:2, pp. 1–18, https://www.unescoejournal.com/wp-content/uploads/2020/03/3-2-10-GOUZOUASIS_PAPER.pdf. Accessed 1 September 2014.
    [Google Scholar]
16. Gouzouasis, P. and Ryu, J. (2014), ‘A pedagogical tale from the piano studio: Autoethnography in early childhood music education research’, Music Education Research, 17:4, pp. 397–420, https://doi.org/10.1080/14613808.2014.972924.
    [Google Scholar]
17. Greene, M. (1977), ‘Toward wide-awakeness: An argument for the arts and humanities in education’, Teachers College Record, 79:1, pp. 119–25.
    [Google Scholar]
18. Greene, M. (1984), ‘The art of being present: Educating for aesthetic encounters’, Journal of Education, 166:2, pp. 123–35.
    [Google Scholar]
19. Hasebe-Ludt, E., Chambers, C., Oberg, A. and Leggo, C. (2008), ‘Embracing the world with all our relations: Métissage as an artful braiding’, in S. Springgay, R. L. Irwin, C. Leggo and P. Gouzouasis (eds), Being with A/r/tography, Rotterdam: Sense Publishers, pp. 57–68.
    [Google Scholar]
20. Hills, A. (2006), Making Sense of Methods in the Classroom: A Pedagogical Presence, Oxford: Rowman and Littlefield Education.
    [Google Scholar]
21. Holland, D., Lachicotte, W., Skinner, D. and Cain, C. (1998), Identity and Agency in Cultural Worlds, Cambridge, MA: Harvard University Press.
    [Google Scholar]
22. Irwin, R. L. (2003), ‘Toward an aesthetic of unfolding in/sights through curriculum’, Journal of the Canadian Association for Curriculum Studies, 1:2, pp. 63–78.
    [Google Scholar]
23. Irwin, R. L. (2004), ‘A/r/tography: A metonymic métissage’, in R. L. Irwin and A. de Cosson (eds), A/r/tography: Rendering Self through Arts-Based Living Inquiry, Vancouver: Pacific Educational Press, pp. 27–38.
    [Google Scholar]
24. Irwin, R. L. (2006), ‘Walking to create an aesthetic and spiritual currere’, Visual Arts Research, 32:1/62, pp. 75–82.
    [Google Scholar]
25. Irwin, R. L. (2013), ‘Becoming a/r/tography’, Studies in Art Education, 54:3, pp. 198–215.
    [Google Scholar]
26. Irwin, R. L. and de Cosson, A. (eds) (2004), A/r/tography: Rendering Self through Arts-Based Living Inquiry, Vancouver: Pacific Educational Press.
    [Google Scholar]
27. Irwin, R. L. and Springgay, S. (2008), ‘A/r/tography as practice-based research’, in S. Springgay, R. L. Irwin, C. Leggo and P. Gouzouasis (eds), Being with A/r/tography, Rotterdam: Sense Publishers, pp. xix–xxxiii.
    [Google Scholar]
28. Leggo, C. (2008), ‘Autobiography: Researching our lives and living our research’, in S. Springgay, R. L. Irwin, C. Leggo and P. Gouzouasis (eds), Being with A/r/tography, Rotterdam: Sense Publishers, pp. 3–23.
    [Google Scholar]
29. Leggo, C., Skinner, A. E., Irwin, R. L., Pantaleo, K., Gouzouasis, P. and Grauer, K. (2011), ‘Lingering in liminal spaces: A/r/tography as living inquiry in a language class’, International Journal of Qualitative Studies in Education, 24:2, pp. 239–56.
    [Google Scholar]
30. Nachmanovitch, S. (1990), Free Play: Improvisation in Life and Art, New York: Penguin Putnam Inc.
    [Google Scholar]
31. Rodgers, C. R. and Raider-Roth, M. B. (2006), ‘Presence in teaching’, Teachers and Teaching: Theory and Practice, 12:3, pp. 265–87.
    [Google Scholar]
32. Sameshima, P. (2008), ‘Autoethnographic relationality through paradox, parallax, and metaphor’, in S. Springgay, R. L. Irwin, C. Leggo and P. Gouzouasis (eds), Being with A/r/tography, Rotterdam: Sense Publishers, pp. 45–56.
    [Google Scholar]
33. Sidorkin, A. M. (1999), Beyond Discourse: Education, the Self, and Dialogue, Albany, NY: State University of New York Press.
    [Google Scholar]
34. Springgay, S. (2003), ‘In the seam: Metaphors of experience’, in K. Grauer, R. L. Irwin and E. Zimmerman (eds), Women Art Educators V: Conversations across Time, Kingston: CSEA, pp. 184–93.
    [Google Scholar]
35. Springgay, S., Irwin, R. L. and Kind, S. (2008a), ‘A/r/tographers and living inquiry’, in J. G. Knowles and A. L. Cole (eds), Handbook of the Arts in Qualitative Research: Perspectives, Methodologies, Examples, and Issues, Thousand Oaks, CA: Sage Publications, pp. 83–93.
    [Google Scholar]
36. Springgay, S., Irwin, R. L., Leggo, C. and Gouzouasis, P. (eds) (2008b), Being with A/r/tography, Rotterdam: Sense Publishers.
    [Google Scholar]
37. Springgay, S., Irwin, R. L. and Wilson Kind, S. (2005), ‘A/r/tography as living inquiry through art and text’, Qualitative Inquiry, 11:6, pp. 897–912.
    [Google Scholar]
38. Triggs, V., Irwin, R. L. and Leggo, C. (2014), ‘Walking art: Sustaining ourselves as arts educators’, Visual Inquiry: Learning and Teaching Art, 3:1, pp. 21–34.
    [Google Scholar]
39. Urrieta, L. (2007), ‘Figured worlds and education: An introduction to the special issue’, Urban Review, 39:2, pp. 107–16.
    [Google Scholar]
40. Weber, S. and Mitchell, C. (eds) (2004), Not Just Any Dress: Narratives of Memory, Body, and Identity, New York: Peter Lang.
    [Google Scholar]