Displacement, Identity and Belonging

Cutcher, Alexandra J.

doi:10.1007/978-94-6300-070-3

Cited by 12 publications

(4 citation statements)

References 27 publications

(78 reference statements)

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“…Subsequently, the research team also responded to the children and young people’s artmaking through their own individual and collaborative practices to create further artworks. It was through the doings, knowings, and tellings (Cutcher, 2015; Lasczik Cutcher & Irwin, 2018) of these practices that the analytical protocol emerged.…”

Section: Orientationmentioning

confidence: 99%

“…In summary, a/r/tography is an approach that dwells in the in-between, is always in movement, always processual and becoming. The relations of a/r/tography are rhizomatic, dynamic, and entangled, as assemblages forever in the making, fully realized in the reading and viewing as assemblages, through its architectures of engagement (Cutcher, 2015). While these ideas gesture toward concept-creations and Deleuzoguattarian (Deleuze & Guattari, 1987) tenets, the Walking A/r/tography project also drew upon Whiteheadian process philosophy, and enabling constraints (Manning & Massumi, 2014) particularly thought experiments through propositional thinking and doing.…”

Section: A/r/tographic Renderingsmentioning

confidence: 99%

“…The protocol is presented below, with an unpacking of the ways each proposition and rendering were engaged in the Walking A/r/tography project through process philosophy. The propositions draw from Whiteheadian process philosophy, in that they are lures for feeling as well as being lures for doing, making and knowing (Cutcher, 2015). These analytical propositions are also in and of themselves, enabling constraints.…”

Section: Speculative Propositions For the Creation Of Concepts Throug...mentioning

confidence: 99%

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Propositional A/r/tography: An Analytical Protocol

Cutcher

Hotko

Cutter-Mackenzie-Knowles

et al. 2022

Qualitative Inquiry

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This article explores a/r/tography’s speculative and propositional potentials and returns to the a/r/tographic renderings to offer new approaches to a/r/tographic analyses. Propositional a/r/tography provokes ways to think with the renderings that can perform as analytical gateways for experimentation with further layered generative and iterative data creations consequentially. This protocol emerged from deep engagement in data creation processes in response to c/a/r/tographic fieldwork with young people in, on, with, and through the world heritage listed Gondwana Rainforest site in Southeast Queensland, Australia. As such, the propositional a/r/tographic analytical protocol was created as an emergent response to making, materialities, and mappings. It is anticipated that the analytical protocol be engaged as speculative propositions for thinking and experimentation with and through the a/r/tography renderings.

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Section: Orientationmentioning

confidence: 99%

Section: A/r/tographic Renderingsmentioning

confidence: 99%

Section: Speculative Propositions For the Creation Of Concepts Throug...mentioning

confidence: 99%

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Propositional A/r/tography: An Analytical Protocol

Cutcher

Hotko

Cutter-Mackenzie-Knowles

et al. 2022

Qualitative Inquiry

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“…Furthermore, artistic practices offer opportunities for political agency via their capacity to transform stigmatizing discourses and narratives through their performances and also, more generally, their cultural production (Bhimji, 2016; Martiniello, 2019; Parzer, 2021). This potential for changing established discourses is why migrants’ artistic practices have been so inspiring for sociological research on migration (Berg & Nowicka, 2019; Cutcher, 2015; Guruge et al, 2015; O’Neill, 2008; O’Neill et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Art of Arriving: A New Methodological Approach to Reframing “Refugee Integration”

Mijić

Parzer

2022

International Journal of Qualitative Methods

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The main objective of the transdisciplinary and arts-based research project “The Art of Arriving: Reframing ‘Refugee Integration’” is to explore the transformative potential of the arts for the sociology of migration and integration. By creating a real-world laboratory where sociologists accompany artists as they create, and recipients while they interpret aesthetic expressions, the project focuses on the process of refugees’ arriving. The aim is to examine if and how the meaning-making processes involved in creating and interpreting art can foster alternative views about “refugee integration” and extend or even revise the traditional sociological toolkit for understanding integration. The article discusses the methodological implications of the planned transdisciplinary multimethod approach by paying particular attention to the different logics of knowledge production in science and the arts. Additionally, it sheds light on the benefits associated with the mutual translation between sociology and various fields of art, which is mediated through the process of creating and interpreting aesthetic expressions in the context of refugee migration.

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Site/Sight/Insight: Becoming a Socioecological Learner Through Collaborative Artmaking Practices

Rousell

Cutcher

Irwin

et al. 2019

Touchstones for Deterritorializing Socioecological Learning

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This chapter explores collaborative arts practices as critical and creative vehicles for assembling a figure of the socioecological learner. We focus on developing the sensorial and affective dimensions of learning through aesthetic engagements with place, drawing on Deleuzian concepts of the "larval subject", "carte", and "rhizome". In doing so, we also forge connections with contemporary life sciences that reveal the permeability and plasticity of learning processes through dynamic interactions within developmental eco-systems. These conceptual and empirical resources inform our posthumanist methodological approach to collaborative arts practices, which we describe in terms of a c/a/r/tography. Through the collaborative production of "site/sight-specific" images and poetic texts, we seek to produce a generative and visually critical exposé, which locates the emergence of the socioecological learner within a "biosocial ecology of sensation". This opens up a field of potentials for sensing, thinking, feeling, and learning through collective aesthetic engagements with more than human worlds. OrientationIn this chapter, we seek to explore and share site/sight-specific collaborative artmaking as a collective medium for socioecological learning. There are many ways to see and to know, and thus the term site/sight alludes to an assemblage of place, milieu and 'seeing', in ways that transcend the privileging of the visual. Whilst the visual nature of this chapter is acknowledged, sight and seeing may also be philosophically positioned, as we have also accomplished herein. In doing so, we engage a methodology of c/a/r/tography, which enables us to draw together approaches from a/r/tography, Deleuzoguattarian mapping, and affective and sensational pedagogies (Ellsworth & Kruse, 2010;Massumi, 2002). This chapter also draws on recent findings from the fields of biology and ecology, which highlight the role of affect and sensation in modulating learning processes through dynamic interactions within developmental eco-systems (Frost, 2016;Protevi, 2013). Inspired by postgenomic conceptions of ecological milieus in which epigenetic material is inherited and exchanged across species (Meloni, 2015), we draw on recent developments in biosocial research to trouble persistent notions of the learner as a bounded individual subject (de Freitas, 2018). By thinking and working through posthumanist concepts, images and poetics, we aim to render a figure of the socioecological learner as a "larval subject" that emerges through affective and sensorial engagements with the more

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Displacement, Identity and Belonging

Cited by 12 publications

References 27 publications

Propositional A/r/tography: An Analytical Protocol

Propositional A/r/tography: An Analytical Protocol

The Art of Arriving: A New Methodological Approach to Reframing “Refugee Integration”

Site/Sight/Insight: Becoming a Socioecological Learner Through Collaborative Artmaking Practices

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