I Am The Space Where I Am: An Arts-Informed Autoethnographic Inquiry on Place-Conscious Education In The Community

Persistent Link:
http://hdl.handle.net/10150/620718
Title:
I Am The Space Where I Am: An Arts-Informed Autoethnographic Inquiry on Place-Conscious Education In The Community
Author:
Miller, Taylor Kathryn
Issue Date:
2016
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
ABSTRACT:This thesis investigates how my representations of experience through arts-informed autoethnographic research are significant in establishing the pedagogical nature of place. I seek to understand how place-conscious education in a community setting can encourage students' relationships with the spaces they inhabit and lend to a more just learning environment. Many educative tools are provided and analyzed which are derived from wayfinding and psychogeographic methods. Data was collected over two months throughout the Summer of 2015 while participating in the Onward Israel service learning program in Israel and Palestine. My digital photographs and excerpts of stream-of-consciousness style poetry serve as the data set to illuminate the rich sensory encounters and art making processes indicative of experiential learning.This context-driven artwork encourages questions and dialogue about sociopolitical conflict and wars, migration and occupation. It is concerned with physical as well as psychological borders, checkpoints and boundaries. I utilized poetic and photographic inquiry as well as cognitive mapping to explore how concepts of travel are intricately linked to practices of self-reflexivity, community building and alternative curricula development outside of the formal classroom setting. This qualitative data is not a strictly defined set of interviews or statistics. Instead, vignettes of a more totalizing experience can be extracted, analyzed, dissected and/or rearranged. It is an exploration of identity, agency and untraditional ways of knowing the self/Other. I underscore how new pathways and possibilities for teaching emerge from a greater acceptance and validation of experiential knowledge and an attuned consciousness to place.Keywords: travel, wayfinding, psychogeography, place-conscious education
Type:
text; Electronic Thesis
Keywords:
Psychogeography; Travel; Wayfinding; Art Education; Place-Conscious Education
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Art Education
Degree Grantor:
University of Arizona
Advisor:
Hochtritt, Lisa

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleI Am The Space Where I Am: An Arts-Informed Autoethnographic Inquiry on Place-Conscious Education In The Communityen_US
dc.creatorMiller, Taylor Kathrynen
dc.contributor.authorMiller, Taylor Kathrynen
dc.date.issued2016-
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractABSTRACT:This thesis investigates how my representations of experience through arts-informed autoethnographic research are significant in establishing the pedagogical nature of place. I seek to understand how place-conscious education in a community setting can encourage students' relationships with the spaces they inhabit and lend to a more just learning environment. Many educative tools are provided and analyzed which are derived from wayfinding and psychogeographic methods. Data was collected over two months throughout the Summer of 2015 while participating in the Onward Israel service learning program in Israel and Palestine. My digital photographs and excerpts of stream-of-consciousness style poetry serve as the data set to illuminate the rich sensory encounters and art making processes indicative of experiential learning.This context-driven artwork encourages questions and dialogue about sociopolitical conflict and wars, migration and occupation. It is concerned with physical as well as psychological borders, checkpoints and boundaries. I utilized poetic and photographic inquiry as well as cognitive mapping to explore how concepts of travel are intricately linked to practices of self-reflexivity, community building and alternative curricula development outside of the formal classroom setting. This qualitative data is not a strictly defined set of interviews or statistics. Instead, vignettes of a more totalizing experience can be extracted, analyzed, dissected and/or rearranged. It is an exploration of identity, agency and untraditional ways of knowing the self/Other. I underscore how new pathways and possibilities for teaching emerge from a greater acceptance and validation of experiential knowledge and an attuned consciousness to place.Keywords: travel, wayfinding, psychogeography, place-conscious educationen
dc.typetexten
dc.typeElectronic Thesisen
dc.subjectPsychogeographyen
dc.subjectTravelen
dc.subjectWayfindingen
dc.subjectArt Educationen
dc.subjectPlace-Conscious Educationen
thesis.degree.nameM.A.en
thesis.degree.levelmastersen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineArt Educationen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorHochtritt, Lisaen
dc.contributor.committeememberSharma, Manishaen
dc.contributor.committeememberReid, Natashaen
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