ORCID Profile
0000-0003-4063-9071
Current Organisation
RMIT University
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Information Systems | Health Promotion | Computer-Human Interaction
Child Health | Expanding Knowledge in Built Environment and Design | Expanding Knowledge in Technology |
Publisher: Springer International Publishing
Date: 02-12-2017
Publisher: Springer International Publishing
Date: 02-12-2017
Publisher: ACM
Date: 30-11-2021
Publisher: SensePublishers
Date: 2013
Publisher: SAGE Publications
Date: 2013
DOI: 10.2304/CIEC.2013.14.4.357
Abstract: This article examines how creativity and the arts can assist teachers who teach from a social justice perspective, and how knowledge built through meaningful experiences of difference can make a difference. Just as imagining is central to visual arts practice, so too is the capacity to imagine a necessity for social justice. The authors ask what art can do, and how art can work, to bring about greater understandings and practices around social justice and the early years. A version of social justice that is built on a recognition of differences requires the capacity to be sensitive to the multiple voices that need to be heard, and the ability to imagine how lives might be lived differently. The arts can provide powerful means for thinking social justice, and the experiences described in this article can have application in addressing social justice in the professional preparation of prospective teachers. Three teacher educators who teach from a social justice perspective apply a collective biography methodology to their stories of art activity. Data was collected from three sites: transcripts, notes and digital images from a salon evening ethnographic observations, field notes and artefacts from a school classroom and a/r/tographic data generated in a university art classroom. The data was analysed using Foucault and the conceptual work of other post-structuralist philosophies in order to explore how aesthetic and creative artistic activity could excite imaginations and open up multiple possibilities for richer forms of educational outcomes — for teacher educators, their students and, ultimately, for young children.
Publisher: Informa UK Limited
Date: 04-09-2015
Publisher: Springer International Publishing
Date: 02-12-2017
Publisher: Springer Science and Business Media LLC
Date: 23-05-2018
Publisher: ACM
Date: 29-11-2022
Publisher: Informa UK Limited
Date: 24-02-2016
Publisher: Wiley
Date: 10-2010
Publisher: SAGE Publications
Date: 09-2014
Abstract: Salons became popular in Europe in 17th century as sites of philosophic and literary conversation. A group of female academics interested in Deleuzian theories experimented with the salon to challenge presentation and dissemination norms that hierarchize and centralize the human. For Deleuze and Guattari, assemblages are shifting and decentering, so how might assemblages of chairs, tables, bodies, lights, and space help to trouble thinking about the methodological conventions around academic disseminations? The authors discuss the salon as a critical-cultural site: Cumming presents Deleuze and play-dough, an exploration of how the playful dissemination format of the salon prompted a re-reading of a methodological vignette from earlier research. Knight, an arts-based researcher, uses video art as a creative methodology to examine conceptualizations of rhizomes and assemblages at the salon as a dissemination site. The authors conclude that the salon, as a critical, cultural site disrupts hierarchized ways of approaching and presenting research.
Publisher: Peter Lang US
Date: 10-05-2019
DOI: 10.3726/B14907
Publisher: Routledge
Date: 09-01-2015
Publisher: SAGE Publications
Date: 2013
DOI: 10.2304/GSCH.2013.3.3.254
Abstract: Deleuze states in his 1990 work Negotiations that signs are realised in ideas. Although Deleuze referred to cinema, his thinking about signs and ideas can apply to drawings. Cinema is moving imagery and drawing is static however, both are informed and constructed from realised ideas that continue to shift beyond the artefact. Theories about children's drawings have historically pertained to establishing schematic universalities rather than acknowledging the agglomerative connections they make to the multiple things occurring around a drawing as it is created. Universal schemas persist within early childhood art discourses despite the growth of critical theory research into other aspects of childhood. Deleuze's assertions about the signs and classifications of cinema help to contest notions of schematic development – that is, that children should progress through particular iconic drawing stages at particular ages. Deleuze's quotations and thoughts on the imaginary and imagination are referenced to interrogate ‘scientific’ knowledges and the gathering of evidential truths about children's intellectual growth and development. Four ex les from a dataset of drawings from a pilot study undertaken by the author that tested the methodological potential of intergenerational collaborative drawing in early childhood settings facilitate focused discussion on the above contestations.
Publisher: Informa UK Limited
Date: 26-07-2023
Publisher: Informa UK Limited
Date: 02-2012
Publisher: Springer Singapore
Date: 2016
Publisher: Addleton Academic Publishers
Date: 2022
DOI: 10.22381/KC10320227
Publisher: Springer International Publishing
Date: 2018
Publisher: Routledge
Date: 02-09-2013
Publisher: ACM
Date: 29-11-2022
Publisher: University of Alberta Libraries
Date: 03-03-2015
DOI: 10.29173/CMPLCT24242
Publisher: British Psychological Society
Date: 03-2009
DOI: 10.53841/BPSPER.2009.33.1.10
Abstract: Parents, carers and educators of young children show a deep interest in the drawings that children produce. In the past, this interest was often directed toward emergent representational schema that young children were seen to utilise to process ideas and understandings of their world. The attention paid to these specific drawings was particularly prompted by the influence and broad application of stage development theories (Kellog, 1967 Lowenfeld & Brittain, 1964 Piaget, 1975) on early childhood teaching and learning. More recently, connections between young children and learning have been enhanced, to implement more socially inclusive teaching and learning strategies (MacNaughton, 2005 Dahlberg & Moss, 2005) and recognise ersity and plurality in early childhood contexts. With this in mind, there is a subsequent need to reconsider the ways adults engage with children as they draw, to rethink how such drawings are ‘viewed’ and ‘read’. This article examines how the drawings produced by young children might be informed. It explores, through Deleuzian and Guattarian (1972/1983) concepts of dreaming and becoming, a transforming, bodiless engagement, and the Foucauldian (1986) concept of heterotopic space, how a child might search for and access referents during the drawing process. Applying such concepts facilitate expansion on the analysis of drawing that has been, historically, firmly situated within stage development theories. Deleuzian and Guattarian, and Foucauldian readings also assist in beginning to theorise on developing more socially inclusive experiences in early childhood contexts. The theories presented in this article inform an inter-generational collaborative approach to drawing (Knight, 2008) that opens up lines of communication between adult and child that challenge dominant beliefs and discourses of early childhood teaching and learning. Two specific accounts form fieldwork undertaken in a pre-school and a long day-care centre during 2008 serve to provide s les and discussion points.
Publisher: OsloMet - Oslo Metropolitan University
Date: 15-06-2022
DOI: 10.7577/RERM.4931
Abstract: Seduction. To fall unknowingly (or maybe not) in love, to desire, to yearn, to want. Badly.
Publisher: punctum books
Date: 05-08-2021
DOI: 10.53288/0336.1.00
Abstract: Working from a speculative, more-than-human ontological position, Inefficient Mapping: A Protocol for Attuning to Phenomena presents a new, experimental cartographic practice and non-representational methodological protocol that attunes to the subaltern genealogies of sites and places, proposing a wayfaring practice for traversing the land founded on an ethics of care. As a methodological protocol, inefficient mapping inscribes the histories and politics of a place by gesturally marking affective and relational imprints of colonisation, industrialisation, appropriation, histories, futures, exclusions, privileges, neglect, survival, and persistence. Inefficient Mapping details a research experiment and is designed to be taken out on mapping expeditions to be referred to, consulted with, and experimented with by those who are familiar or new to mapping. The inefficient mapping protocol described in this book is informed by feminist speculative and immanent theories, including posthuman theories, critical-cultural theories, Indigenous and critical place inquiry, as well as the works of Karen Barad, Erin Manning, Jane Bennett, Maria Puig de la Bellacassa, Elizabeth Povinelli, and Eve Tuck and Marcia McKenzie, which frame how inefficient mapping attunes to the matter, tenses, and ontologies of phenomena and how the interweaving agglomerations of theory, critique, and practice can remain embedded in experimental methodologies.
Publisher: SAGE Publications
Date: 2008
DOI: 10.2304/CIEC.2008.9.4.306
Abstract: This article is a study of the arts in early childhood as a way of learning, for both children and their teachers. The author suggests that drawing can be a powerful tool for collaborative approaches to pedagogy. When teachers draw with children, pathways of communication can be opened, and the collaborative exercise can trigger processes of transformation for both adult and child. In order to present challenges to more traditional, hands-off pedagogical practices in arts education, this article is an account of reflexive arts pedagogies, and how they can work to improve communication and understandings between adults and children. Within the educational contexts of Australian preschooling and primary schooling, the author examines the process of collaborative drawing, and how this can enable a process of transformation. Her analysis, and the accompanying ex les of reflexive practices, combine complementary lenses, socio-cultural and postmodern, that she sees as working in harmony to produce new possibilities, in arts education in particular, and, more broadly, in early childhood education.
Publisher: Peter Lang US
Date: 07-2016
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Start Date: 2018
End Date: 2020
Funder: Queensland Government
View Funded ActivityStart Date: 2020
End Date: 2023
Funder: Australian Research Council
View Funded ActivityStart Date: 01-2021
End Date: 12-2024
Amount: $630,000.00
Funder: Australian Research Council
View Funded Activity