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Arts Education -A Place/Space of Becoming?

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Camilla Johansson Bäcklund
Publicerad i InSEA (International Society for Education Through Art) World Congress, South Korea
Publiceringsår 2017
Publicerad vid Högskolan för design och konsthantverk
Språk en
Ämneskategorier Konst, Pedagogik, Utbildningsvetenskap

Sammanfattning

The objective of the auto-ethnographic study Den ofria viljan (The Unfree Will) is to formulate didactic approaches where space for the learners own thoughts and actions can be created. The study aims at increasing the understanding of the potential effect of arts in the knowledge-producing process. The study deals with the experiences gained as an artist and a teacher, working in a labour market training programme with young people who are inactive in studies and work. Being a teacher is to work within a system. It may be of interest to consider what this system does to us; the teacher, the student and the creation of the knowledge-producing context we are part of. We need to know more about the conditions of our interaction. The young people whom for various reasons do not want to or can't participate in the system of work and education that society so far has offered them and me, the teacher, who wants to say something about my own role in this context. In The Unfree Will I used an auto-ethnographic approach to analyse the narratives from two artprojects done with the youths. Hannah Arendt says that every educational context must start from the idea that the future is something no one yet knows anything about. When it comes to education and how we target the young people Arendt sugests we have to take responsibility to familiarize them with the things we know without destroying what the youth carry with them that is new for this world (Arendt, 2004). Biesta (2006) has been inspired by Arendt. He proposes that we should change the perspective in our view of what learning is. Instead of talking about learning in acquisitional terms, we should see it as a "response to a disturbance". The disturbance dissolves what we previously were and forces us to reorganize and reintegrate. Learning is a reaction when we are facing something different, challenging, irritating or bothering us, not an acquisition of something we want to have. It's a more radical change. We are not growing, we are becoming. Deleuze and Guattari give us a more visual understanding of the knowledge-producing process. They defines the process of becoming first by explaining what it is not; it is not linear, it is not in generations, it is not like the branches of a family tree . It is rhizomatic. Becoming is a rhizome (Deleuze & Guattari, 2015 s.360). Deleuze and Guattari also give us a metaphorical explanation on how we can look at different types of control and I use them in my study to describe what happens in the room for knowledging. They describe two different spaces, one striated and one smooth, which gives us completely different possibilities for action and do something with us. Striated spaces are regulated and smooth spaces are free. Deleuze and Guattari explain the striated space as directed, standardized and that it is made up of properties. The smooth space is however non-directional, irregular and consists of affects. In the smooth space you are nomadic and in the striated you are a resident (Deleuze & Guattari, 1980, 2015). Via theories about will, becoming, thinking and knowledge-production and through the theory of striated and smooth spaces the study proposes a shift away from a focus on methods towards a focus on the teachers didactic positions and approaches and presents an example on how this could be achieved. The study also clarifies the possibility of arts to have an impact in the society and in the knowledge-producing process. Based on these parts a didactic position which promotes the learners thinking and actions has been hammered out.

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Utskriftsdatum: 2020-07-12