Intermezzo A performative research project in teacher training

Abstract

In this article we discuss an ongoing project named Performing Knowledge A project to improve knowledge in higher education through a double perspective: Theory and Performativity. This project is situated at the Department of Visual Art Education at Konstfack, University College of Arts, Crafts and Design in Stockholm, Sweden. The aim is to investigate and develop pedagogy and methods through double perspectives, whereby scientific research is joined with artistic practice as different, but compatible forms of knowledge in learning and degree projects in higher education. The research examined how different forms of knowledge appear in learning processes as well as in student theses; focus is equally placed on forms of representation and presentation. The article presents and discusses two different student projects as examples of performative knowledge. In this text we draw upon a presentation held at the 32nd InSEA World Conference, in Osaka, August 2008.

Performing Otherwise - The Classroom as a Nomadic, Material Space

“…In the case study the nomad works as a mode of transportation for the making as well as the unmaking of ideas, objects and our relationship with them. The nomad helps to decenter, displace and differentiate ideas on, among other, compartmentalized knowledge and meaning (Deleuze & Guattari, 1988;Göthlund & Lind, 2009). Within new-materialist theory, materiality is considered fundamental, as something co-constitutive where agency is figured as a relationality (Ceder, 2016) between all elements involved, human and non-human (Picture 1).…”