29 SES 11, Artistic Research
For five scholastic years we are building a learning process shared with students based on the possibilities offered by the elective course Arts Based Research that is given as part of the Fine Arts degree at the University of Barcelona.
One of the main contributions of that course is that we developed (students and teachers) a research project, which enables set up a dialogue between the inquiry process and the readings and examples with whom we dialogue. In addition we carry out a public dissemination of the performed process through papers and presentations at conferences, seminars, publications, etc. This last quarter (September 2015 to January 2016) the proposal we made to the students, after they shared their college dissatisfaction, was to explore what builds them as young artists and constitutes their imaginary about art and the meaning of being an artist.
One of the key concepts in 2015-16 course has been the notion of nomadic learning that comes from the approach that Rachel took in her doctoral thesis (Fendler, 2015) and is used to account those interactions that subvert the teaching and research process, unveiling what constitutes their limits. This notion invites us to consider how access these ‘places’ beyond those frameworks pre- established in teaching and research.Someauthors such as Britzmann (2000), Braidotti (2014), Jackson and Mazzei (2009; 2012) have guided us to explore and signify what is outside the framework of the course and the research we do with the students.
Nomadology remains central on both, the teaching on ABR and the inquiry process on students’ artistic imaginaries, because it allows to introduce provocative questions. Questions that made the data (students and teachers journals, micro-narratives, photographs...) glow. Nomadology therefore is a movement through the teaching and research process that works across both horizontal and vertical axes, affecting how the project advances (the questions that are posed along the way) as well as interacting with the different layers implicit within the project (the generation of evidences, the analysis, and the decisions on how make public the research process).
Adopting a nomadic approach has allowed us to introduce during the ABR sessions disruptive ways of thinking concepts such as "becoming, images of thought, simulacrum, colonization, subalternity, strength, assemblage...”. These and other concepts (which students mapped in the last sessions of the course) have circulated in the approach to ABR and research that has taken place to name the shared experiences, to expand the ways of narrating and to raise new questions about: a) what it means to generate an artistic research, b) how investigate the sources and experiences that founded students’ learning on what is being an artist and c) how advance our understanding on the effects of the colonizing effects of training practices in the field of arts.
One consequence of this way of bringing into action the nomadic approach into the inquiry process on students artistic imaginaries is that the contributions and experiences bringing into the research are taken not by themselves and their visibility but by how they affect the context of our thinking trajectories and those learning practices that take place in the course and outside it.
Atkinson, D. (2012). Contemporary Art in Education: The New, Emancipation and Truth. The International Journal of Art & Design Education, 31 (1), 5-18. Braidotti, R. (2014). Writing as a nomadic subject. Comparative Critical Studies 11(2): 163-184. Britzmann, D. P. (2000). “The Question of Belief”. Writing Poststructural Ethnography. In, E.A. St. Pierre & W. Pillow (Eds.), Working the ruins, (pp. 27-40). New York: Routledge. Fendler, R. (2015). Navigating the eventful space of learning: Mobilities, nomadism and other tactical maneuvers . Barcelona: University of Barcelona. Unpublished doctoral dissertation. Jackson, A.Y., & Mazzei, L. (2009). Voice in Qualitative Inquiry: Challenging Conventional, Interpretative, and Critical Conceptions in Qualitative Research. London and New York: Routledge. Jackson, A.Y., & Mazzei, L. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives. NewYork: Routledge.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.