Book chapter
Towards a pedagogy of grounded mobilities
Embodied and walking pedagogies engaging the visual domain: Research creation and practice, pp.295-304
Common Ground Research Networks
28/12/2018
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Abstract
Walking and embodiment, groundedness and mobilities are the key pedagogical and research creation strategies that emerge as key findings from this book and from the focus of this chapter, which also addresses the significance of visualisation across artforms, perspectives, publics and dimensionality. Within the broader context of the book, research and practices in walking (Solnit, 2000; Gros, 2015; O’ Rourke, 2016) and concerns with diverse trajectories for mobility (Cresswell, 2006; Urry, 2011, Snepvangers, Davis & Taylor, 2017) have been foregrounded through the concerns of the various authors. For example: ecological art/science collaborations in remote locations, contemplative art practices and artmaking and the analysis of walking in cinematic representations in south east Asia, sit actively alongside innovative participatory work with a range of diverse audiences. The sensorial and ecological aspects of walking as pedagogy are also central to the work of many new materialist scholars, especially with regard to the agency of participants and the role of data gathering, analysis and presentation. Coole and Frost (2010) for example in referring to a resurgence of interest a what they call a critical new materialism (p.27) highlight how power develops and practically manages ‘embodied subjectivities’ which extend beyond human subjectivities to other non-human and material objects and networks. They particularly highlight sociologies of everyday life and, significantly for the work in this book, focus on phenomenologies of the ordinary alongside critical geographies of space (Coole & Frost, 2010, p. 27-28). Through the lens of exploring how walking and in some cases sitting strategies inform visual and performative practices, production and political interrogation have been articulated as a central concern of the authors’ in this volume. What is now the task of this chapter is an examination of the potentiality of prioritising embodied pedagogies as “ learning encounters”, visualised, envisaged and embodied using arts-based research methodologies. Fundamental questions about visual and embodied practice have been developed through both singular and collaborative responses to walking and visually derived scopic regimes of practice as engaged with systems of inquiry.
Details
- Title
- Towards a pedagogy of grounded mobilities
- Creators
- S Davis - University of New South WalesK Snepvangers - University of New South Wales
- Publication Details
- Embodied and walking pedagogies engaging the visual domain: Research creation and practice, pp.295-304
- Publisher
- Common Ground Research Networks; Champaign, IL, USA
- Number of pages
- 10
- Identifiers
- 991012934098802368
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Book chapter