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Improvising the Vague Outdoor Event in Art and Technology Education & Research

Artikel i vetenskaplig tidskrift
Författare Kajsa G. Eriksson
Lena Berglin
Publicerad i Synnyt/Origins. Finnish Studies in Art
Volym 2019
Nummer/häfte 2
ISSN 1795-4843
Publiceringsår 2019
Publicerad vid Högskolan för design och konsthantverk
Språk en
Länkar https://wiki.aalto.fi/download/atta...
Ämnesord Vague event, vagueness, outdoor learning, material sound, improvisation, art education, technology education, experience, intra-action, art-based research
Ämneskategorier Konst, Utbildningsvetenskap

Sammanfattning

This article aims to re-visit outdoor learning, and explore a decentering of human agency as part of a post-human art and technology education and research. The use of an outdoor learning and pedagogy are often promoted as part of education reaching for social and especially environmental sustainability goals. These claims are to a certain degree valid since, an outdoor learning stimulate more and other senses, but there is a risk that by the dichotomization of outdoor and indoor learning we, as teachers and researchers, just situate human centered learning into an outdoor environment, missing possibilities of developing a less human centered education and research. This art-based research explored material sound as part of an outdoor vague event. The experiments were entangled with a deep reading of “The Companion Species Manifesto: Dogs, People, and Significant Otherness” by Donna Haraway (2003). Posthuman perspectives of “intra-action”as undetermined, mutually constitutive and vagueness were materialized as part of the research (Barad, 2007). The research shows how human experience needs to be acknowledged as limited and differentiated to develop decentered human perspectives in education and research. By acknowledging this limitation a transformation of human experience as part of relating in significant otherness becomes possible. Here, improvisation is presented as a tool for this transformation, and as a possible transformation towards de-centered human perspectives in art and technology education and research. This in turn, enables moving towards sustainability and human responsibility in both outdoor and indoor learning and education.

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