变得精神错乱:与脆弱一起行走,作为一种共同创造和重新连接新形式的知识和可能性的方法

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH International Journal of Education through Art Pub Date : 2021-03-01 DOI:10.1386/ETA_00051_1
L. Henderson, G. Burke, S. Clarke, Helen Grimmett, G. Quiñones, Ann Slater, Claudine Lam
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引用次数: 1

摘要

这篇文章探讨了与脆弱一起行走作为一种变得精神错乱的方法。作为行走的集合,我们作为一个集合行走,通过与超越人类的世界的情感接触而变得精神错乱。我们认为行走思考的行为是一种迫使思想变得精神错乱的行为,在那一刻,允许思想与各种情感点接触。我们沿着海岸徒步旅行,与奶牛、与月亮、与脆弱、与框架一起,进行一场充满梦想和灵魂的行走思考练习。土地/水、满月、山坡墓地、雕塑公园的相遇以及眼罩和框架的使用挑战了感知-恐惧,而一系列的书面文本、运动、静止和沉思的实践则激活了脆弱性。我们的新文本回到了21世纪的学术界,通过文本/图像的共同创造和再创造,以不同的方式生产知识,开辟了可能性,挑战了其规范的知识生产。
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Becoming-unhinged: Walking with vulnerability as a methodology of co-creating and reconnecting new forms of knowledge and possibilities
This article explores the act of walking with vulnerability as a methodology of becoming-unhinged. As walking assemblage, we walk as an assemblage, becoming-unhinged through affective points of contact with the more-than-human world. We consider the act of walking-thinking as an act that forces thought to become-unhinged and, in that moment, permitting thought to come into contact with all kinds of affective points. We move through a dreaming-soulful practice of walking-thinking along coastal treks, with cows, with the moon, with vulnerability and with frames. The meeting of land/water, a full moon, a hillside cemetery, a sculpture park and the use of blindfolds and frames challenge perception- apprehension, while a series of written texts, movement, stillness and contemplative practices activate vulnerability. Our emerging texts speak back to twenty-first-century academia, challenging its normative production of knowledge through the co-creation and re-creation of text/images, producing knowledge differently and opening up possibilities.
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来源期刊
International Journal of Education through Art
International Journal of Education through Art EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.10
自引率
16.70%
发文量
34
期刊介绍: International Journal of Education Through Art is published in partnership with InSEA. The International Journal of Education Through Art is an English language journal that promotes relationships between art and education. The term ‘art education’ should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.
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