Embodied and Walking Pedagogies Engaging the Visual Domain

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  • Title: Embodied and Walking Pedagogies Engaging the Visual Domain: Research Creation and Practice
  • Author(s): Kim Snepvangers , Susan Davis
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: The Image
  • Keywords: Walking pedagogies; grounded mobilities; embodied learning; creativity and the arts; arts-based research; practice-based research
  • Year: 2018
  • ISBN (hbk): 978-1-86335-130-0
  • ISBN (pbk): 978-1-86335-131-7
  • ISBN (pdf): 978-1-86335-132-4
  • DOI: https://doi.org/10.18848/978-1-86335-132-4/CGP
  • Citation: Snepvangers, Kim , and Susan Davis. 2018. Embodied and Walking Pedagogies Engaging the Visual Domain: Research Creation and Practice. Champaign, IL: Common Ground Research Networks. doi:10.18848/978-1-86335-132-4/CGP.
  • Extent: 334 pages

Abstract

This book reconsiders fundamental questions about visual and embodied practice by developing responses to walking and embodied pedagogy using arts-based research methodologies. Beginning with a creative research symposium, chapters address research creation in arts-based and related research. Diverse practices of data gathering, observation and collation of the visual and experiential archive are successively linked to experimental pedagogic practice and concepts of mobility to enhance possibilities for knowing. The contribution of this book lies in the recognition of visual and embodied performativity for transforming meaning and beyond cognitive and affective dualities. Collective action and provocations under experimental conditions expand sensibilities towards the social realm extending ecologies and environmental discernment beyond human deliberation. Diverse media and transformative visual practices are envisaged and provide dialogic exchange with Australian and International researchers. Responses engage concepts from new-materialism and embodiment with arts-based researchers and practitioners who engage with collaborative practice to explore boundaries and disrupt territories. Geo-location data, video and photographic evidence and textual capture of research co-creation methodologies release emergent qualities of ‘being’ and becoming. The role and place of ‘material’, affect and embodiment in participatory pedagogies signals new relationships between objects, sites, bodies, events, display, exhibitions, affective research methodologies and learning. The chapters re-imagine sites and situations of learning through movement, mindfulness and living embodiments of practice as non-territorial spaces with the capacity to cross immutable boundaries. New ways of conceptualising difference, dynamism and movement using critically reflective practice anticipates the value of local and trans-regional knowledge exchange as well as 21st century global connectivity.