Sometimes data invites more of us. To be physically held and touched, through hands creating and crafting with matter, cultivating a closer connection to the fibres, threads, textures and sinews of data. Through touching and shaping the materiality of data, other beings, places and times are aroused. Here, we share the story of data that invited more of us and how this has spurred the creation of an exhibition titled Stories of Belonging with Indigenous and non-Indigenous artist/scholars for an arts festival in Queensland, Australia. This work by the collective, SISTAS Holding Space, deeply interrogates our ontological positionality as researchers, in particular what this means in the Australian context – a colonised nation populated through waves of migration. The scars of colonization, migration and shame are held and heard through Black and White Australian women creating and interrogating belonging alongside each other – listening and holding space for each other. We air the pains of ontological destruction, silencing, disconnection and emptiness. Through experimental making research methodology, we argue the primacy of storying and making, and for provoking resonant and entangled understandings of belonging and displacement.
In Part 1 of 'Encountering Berlant', we encounter the promise and provocation of Lauren Berlant's work. In 1000-word contributions, geographers and others stay with what Berlant's thought offers contemporary human geography. They amplify an encounter with their work, demonstrating how a concept, idea, or style disrupts something, opens up a new possibility, or simply invites thinking otherwise. The encounters range across the incredible body of work Berlant left
Purpose – The purpose of this paper is to re-orientate assessment tasks in tertiary art and design, arguing the important role ecologies of practice and work-place learning play in professional identity formation. Linking coursework design with dilemmas and self-regulatory tasks which move beyond compliance and static content in isolated courses. Design/methodology/approach – Two purposive case studies were selected from one academic year across two programs. Student feedback data demonstrated how the first blog journal case provided a metacognitive structure for postgraduates’ while working in the arts industry. The second eportfolio case illustrates ecologies supporting undergraduate “practice architectures” during pre-service practicum. Findings – Ecologies of practice reveal complexity and inform professional judgment by allowing unsettling issues and concerns to be addressed. Changing commitment through future orientation counteracts institutional requirements for self-portrayal by fostering greater participation by learners. Research limitations/implications – Survey data limitations are addressed through peer-review, emergent trends and longevity of the learning design. Guidelines on how to provide critical and constructive feedback within collaborative cohorts, prioritizes intrinsic motivation, indeterminacy and authentic principles in career related pathways. Practical implications – Assessment, course and program re-design engaged with ecologies of practice produced student qualitative commentary giving “voice” and evidence of teleo (purpose) and affective (commitment) in ways not typically known in academic programs. Social implications – Students self-regulate learning and utilize technology within a “safe” learning space. Social connectedness through articulated encounters powerfully impacts personal awareness, confidence and resilience. Originality/value – This research has provided critical guidelines for how to scaffold feedback in professional learning. The case studies show how reflective environments engaged with unresolved critical incidents build professional knowledge and identity across time.
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