Becoming artist, becoming educated, becoming undone: toward a nomadic perspective of college student identity development

Clark/Keefe, Kelly

doi:10.1080/09518398.2012.737048

Cited by 14 publications

(7 citation statements)

References 20 publications

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“…One is, therefore, an artist because one attempts at art. This contrasts with the position of Clark/Keefe (2014), in which an artist is something that ones becomes, rather than is or is not.…”

Section: Superordinate Category: Identitymentioning

confidence: 84%

“…Indeed, when she first became active in the artistic community as a practitioner, she was not keen to disclose her former profession. This aspect chimes with the position of Clark/Keefe (2014); an artist is something one becomes.…”

Section: Superordinate Category: Identitymentioning

confidence: 96%

“…In this study, where six creative industry participants looked back on their lives, the maintenance of their creative identities was founded upon the social embeddedness of practise, an awareness of themselves and their skills changing over the lifetime, a complementary awareness of certain qualities in themselves being stable, and the opportunity to remain reflective on how their creative products gave them a sense of self, and of their life’s journey. Process—i.e., the sense of identity as a changing, responsive quality—is emphasised in an ethnographic study by feminist author Clark/Keefe (2014). An artist herself, identity for Clark/Keefe is what one becomes .…”

Section: Portrait Of An Artist As Collaborator: An Interpretative Phementioning

confidence: 99%

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Portrait of an Artist as Collaborator: An Interpretative Phenomenological Analysis of an Artist

Hocking

2019

Front. Psychol.

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The subjective experience of being an artist was examined using interpretative phenomenological analysis (IPA), focusing on the perspective of the artist but interpreted by me, a psychologist, from my perspective as an artistic collaborator. Building upon a literature that has hitherto focused on clinical, elderly, or vulnerable participants, I interpreted superordinate themes of Process (Constraint, Playfulness, Movement) and Identity (The Ill-Defined Artist, Becoming, Mixing Identities, Choosing an Identity, Calling, Collaboration, and Outsider). These themes are broadly similar to the existing literature, but emphasise identity while de-emphasising self reflection and the need to become an “insider.”

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Section: Superordinate Category: Identitymentioning

confidence: 84%

Section: Superordinate Category: Identitymentioning

confidence: 96%

Section: Portrait Of An Artist As Collaborator: An Interpretative Phementioning

confidence: 99%

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Portrait of an Artist as Collaborator: An Interpretative Phenomenological Analysis of an Artist

Hocking

2019

Front. Psychol.

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“…Mark-making follows the bodily as well as voiced features and the effects and affects of discursively material subjects-of me in relation with others (whether past, extant, or emergent)-and in relation to the semiotic, material, and social-environmental flows in the inquiry event. Figure 1 provides an example from my field log of what emerged under analytic conditions while conducting a recent research project among university undergraduate art students (Clark/Keefe, 2014). The guiding question for this project was as follows: How is it to be in the process of becoming artists and becoming educated?…”

Section: Somatographic Analysis As Deep Noticing and Noting: Attunemementioning

confidence: 99%

Suspended Animation

Clark/Keefe

2014

Qualitative Inquiry

Self Cite

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What possibilities for thinking and expression lie suspended between what we say is a "something" or a "someone" and the forces, multiplicities, intensities, and uncanny relations that effect and constitute its naming-its sedimentation as such? How do we engage in analysis practices that help hold open identitarian thought's press so that we might learn from the embodied register of previously un-thought forces and creative rhythms; the material-discursive passageways of a life becoming a life? In this essay, the author introduces somatographic analysis as a practice of deeply attuning and attending via poesis, or creativity, to material-discursive data and the subjective emergences they enact. Following a description of somatographic analyses' practical features and aims, a Working-Class Academic Zombie as figuration gets assembled. This figuration functions as both an illustration of somatographic analysis practices irrupting in the fold of inquiry and an alternative material-theoretical tool marking the limits of classificatory systems for understanding first-generation college students and their paths to becoming women academics.

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“…This study draws on theoretical inspiration from new materialist studies, which states that any subjectivity including that of talent is an effect of various heterogeneous actors working together as an alternative to the more common assumption that a talent is an inherent quality of a gifted person (Mialet 2008(Mialet & 2012Clark/ Keefe 2014;Skrubbeltrang, Nielsen & Olesen 2016).…”

Section: Introductionmentioning

confidence: 99%

Learning to Become a Science Talent

Olesen

2018

NJSTS

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The article focuses on the concept of talent and its enactment in a science talent program. The article investigates how students become a particular kind of knowing subject through their participation in a science talent program at the Mærsk McKinney Science Centre in Denmark. Drawing on concepts from new materialist studies (Latour 1993; Blok & Ellgaard Jensen 2009; Fox & Alldred 2017) the article explores the relationship between the possibilities for distribution that are offered to the participants, and the ways in which the participants respond by centering and decentering within the talent network (Mialet 2008, 2012). The study contributes to our understanding of, how the increased focus on talent development in many national educational systems influences basic preconceptions of what a science student is and how the knowing subject in society should treat science, by looking into the micro-politics of talent development.

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Becoming artist, becoming educated, becoming undone: toward a nomadic perspective of college student identity development

Cited by 14 publications

References 20 publications

Portrait of an Artist as Collaborator: An Interpretative Phenomenological Analysis of an Artist

Portrait of an Artist as Collaborator: An Interpretative Phenomenological Analysis of an Artist

Suspended Animation

Learning to Become a Science Talent

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