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Contiguity, collaboration and community: becoming-literate in the intra-connected ecology of things; as people in place through practice and process

Citation

Brooke, S and MacDonald, A, Contiguity, collaboration and community: becoming-literate in the intra-connected ecology of things; as people in place through practice and process, Climate Literacy for Art Educators, (13) pp. 18-23. ISSN 2414-3332 (2022) [Refereed Article]


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Abstract

This visual essay elicits insights from a teacher/researcher/artist exhibition held on the North-West Coast of Tasmania, Australia, in October 2021. In exploring what it means for teachers to make art together, Contiguity: A sharing of stories showcased a collaboration of four teacher-artist-storytellers. In attending to the contiguous nature of our approach to practice, we articulate how engagement in and with visual arts enable entangled intra-actions between teachers and place. As a professional learning process, the collaborators were becoming-literate in the intra-connectedness of students/teacher/ materials/place. We have come to recognize the value of such experiences as essential for creating circumstances conducive for pedagogic reflection, growth and development in, through, and from art practice. By creating a contiguous space for making and responding teachers developed and embraced literacies that illuminate the entanglement of human and non-human beings.

Item Details

Item Type:Refereed Article
Keywords:contiguity, professional learning, community of practice, storying
Research Division:Education
Research Group:Education systems
Research Field:Teacher education and professional development of educators
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Brooke, S (Mrs Sarah Brooke)
UTAS Author:MacDonald, A (Dr Abbey MacDonald)
ID Code:150093
Year Published:2022
Deposited By:Education
Deposited On:2022-05-19
Last Modified:2022-05-20
Downloads:0

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