The Rhizomatic Relations of A/r/tography

Irwin, Rita L.; Beer, Ruth; Springgay, Stephanie; Grauer, Kit; Gu, Xin; Bickel, Barbara

doi:10.1080/00393541.2006.11650500

Cited by 125 publications

(96 citation statements)

References 12 publications

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“…In this work, faculty may experience an evolving sense of individual and social identity shaped by the international context. In these connective spaces (Irwin et al 2006;Pourchier 2010), innovative perspectives and practices abound. Creative productivity is found at the intersection of the personal and the professional, and the individual and the collective.…”

Section: Cultivate Global Communities Of Unique Individualsmentioning

confidence: 98%

Implications for Teacher Education Practice, Policy, and Research

Liu

2015

Teacher Educator International Professional Development as Ren

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In this study, ren emerges as a key practice for twenty-first-century teacher educators to appropriate, particularly through international professional development experiences. As globalization places individuals previously separate together in community, it becomes important to conceptualize what it means to become human together as a global, international work. The increasingly important global work of international relations cannot be left to political diplomats alone. Professionals across fields must engage with this call. Education practitioners and researchers play a central role and may need to lead the way in the shared work of cultivating not only national, but also global citizens. Humility is paramount as a skill to teach within and across cultures, languages, and nations. This study builds on the Confucian call for ren across cultures and dynasties throughout ancient China during the Confucian time period (551 BC-479 BC). This study imagines how the relational work of ren extends beyond the regional diversity of Confucius' time to include the global diversity of our twenty-first century. In this light, the modern Confucian junzi (君子), or exemplary person, is the teacher educator who is willing to take on the role of a learner in crossing international borders of cultural and linguistic difference. Such global engagement entails much more than tourist experiences of a culture's highlights. Engaging in this global work meaningfully entails long-term international immersion to begin to understand deeper nuances and structural dynamics involved in a culture's relational and political systems. Language learning adds significant insight in beginning to understand another domestic or international culture and is a practice highly encouraged by this study, even if cultivated at beginning levels. Learning context-based customs is involved in the Confucian practice of ren. Such intercultural awareness is gleaned through a spirit of humility when embracing the role of a learner (Kwo 2010).Humility is integral for a Confucian practice of ren emphasizing cultivation of harmonious moral societies, or yi (義). Applying this work in our twenty-first-

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Section: Cultivate Global Communities Of Unique Individualsmentioning

confidence: 98%

Implications for Teacher Education Practice, Policy, and Research

Liu

2015

Teacher Educator International Professional Development as Ren

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“…Calling this the "in-between," Kelly cited both the value and need for the creation of in-process spaces where students might view learning as an incessant search (Greene, 1995). Springgay (2008) and Irwin et al (2006) discuss such inprocess spaces as rhizomatically interstitial, where "creating, teaching, learning and researching [are] in a constant state of becoming" (p. 71). Not relegated to students, we also see the instructor as situated in-between, moving alongside students in a collaborative quest for knowing (Greene, 1995;Sochacka, Guyotte, & Walther, 2016).…”

Section: Artful Value: Learning and Knowing As Processesmentioning

confidence: 98%

Artful pedagogy: (En)visioning the unfinished whole

Shields

Guyotte

Weedo

2016

Journal of Curriculum and Pedagogy

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“…ved at deltagerne er medbestemmende i dagsorden og refleksionstemaer og kombinationen af de naevnte tilgange. Isaer den etnografiske dimension som en fundamental plank of EAR (Tacchi et al, 2009, s. 32) skaber visse ligheder med kollaborativ etnografi (Lassiter, 2005), men tilgangen laener sig også op ad A/r/tography (Irwin et al, 2006) på grund af den aktive forskerdeltagelse. Det, der trods ligheder, skiller EAR fra de to andre naevnte tilgange er kravet om forandring og vekselvirkning mellem aktion og refleksion.…”

Section: At Forske Med Mennesker: Etnografisk Aktionsforskning Og Refunclassified

“…Desuden kan der i hervaerende forskning ikke argumenteres for A/r/tography, fordi der som det første ikke arbejdes frem mod egentlige udstillinger (f.eks. i gallerier, som i Irwin et al, 2006), og for det andet fordi jeg ikke er kunstner (de Cosson, 2002).…”

Section: At Forske Med Mennesker: Etnografisk Aktionsforskning Og Refunclassified

Plastikhytter, musik og sommerfugle – om samskabende æstetiske processer i børnehaven

Blomgren

2018

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Resumé: Artiklen knytter sig til et ph.d. studie, der undersøger kunstneres, paedagogers og børns samskabende aktiviteter med aestetiske processer i danske børnehaver. Forskningen er inspireret af eller indlejrer sig i en aktionsforskningsmetodologisk tilgang (etnografisk aktionsforskning og refleksionscirkler) med kvalitative metoder som deltagende observation og interviews, men hvor også visuelle metoder som filmoptagelser, foto og tegning tages i brug. Artiklen fremlaegger, hvordan forskeren er medspiller i processerne og undersøger, hvordan eksperimenter med tegning og refleksioner over disse -som metodiske greb -skaber indsigt i deltagernes positioneringer i de aestetiske processer, men peger samtidig på hvilke relationer og subtile samspil, der opstår mellem deltagerne. Disse samspil karakteriseres i artiklen som ensemblespil og aestetisk samspil, der hviler på samspilsfornemmelser.Nøgleord: børnehaver, etnografisk aktionsforskning, samspil, aestetiske processer Abstract: The article is attached to a PhD research, which examines artist's, pedagogue's (pre-school teachers), and children's co-creative activities concerning aesthetic processes in Danish kindergartens. The research is inspired by or embedded in an action research framework (ethnographic action research and reflection circles) with qualitative methods as participant observation and interviews, but also visual methods as video, photos and drawings. The article presents how the researcher is a co-player in the processes, and examines how experiments with drawings and reflections as methods create insight in the participant's positioning in the aesthetic processes, but also highlight the relations and subtle interplay, which occur between the participants. The interplay is characterized as ensemble-play and aesthetic interplay, based on samspilsfornemmelser, which can be translated into sense of interplay.

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The Rhizomatic Relations of A/r/tography

Abstract: Copyright �006 by the �tudies in ��rt �ducation National ��rt �ducation ��ssociation �� Journal of �ssues and Research �006�� 48�� 0-88

Cited by 125 publications

References 12 publications

Implications for Teacher Education Practice, Policy, and Research

Implications for Teacher Education Practice, Policy, and Research

Artful pedagogy: (En)visioning the unfinished whole

Plastikhytter, musik og sommerfugle – om samskabende æstetiske processer i børnehaven

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The Rhizomatic Relations of A/r/tography

Abstract: Copyright �006 by the �tudies in ��rt �ducation National ��rt �ducation ��ssociation �� Journal of �ssues and Research �006�� 48����� �0-88

Cited by 125 publications

References 12 publications

Implications for Teacher Education Practice, Policy, and Research

Implications for Teacher Education Practice, Policy, and Research

Artful pedagogy: (En)visioning the unfinished whole

Plastikhytter, musik og sommerfugle – om samskabende æstetiske processer i børnehaven

Contact Info

Product

Resources

About

Abstract: Copyright �006 by the �tudies in ��rt �ducation National ��rt �ducation ��ssociation �� Journal of �ssues and Research �006�� 48�� 0-88