Bibliographic record
Abstract
A/r/tography: Rendering Self through Arts-based Living Inquiry Rita L. Irwin and Alex de Cosson (2004). Vancouver, BC: Pacific Educational Press. 220 pages. ISBN 1-895766-70-2Reviewed by Barbara BickelThe University of British ColumbiaIn recent seminar, curriculum historian and theorist William Pinar spoke of the growing renown of a/r/tography in North America. It does not come as surprise then that he has written the Foreword to the first edited compilation of a/r/tographic work. Pinar highlights scholars who have preceded and informed this integrative scholarly practice: Green, Huebner, Eisner, Grumet, Aoki and others. Pinar recognizes this book as a significant advance in the sector of scholarship and research ... characterized as understanding curriculum as aesthetic (Pinar, cited p. 23). The influence of Aoki, in particular, is present as the a/r/tographers live and render the in-between spaces (represented by the slashes in the word a/r/tography) of borderlands in this arts-based of living inquiry.Irwin's Introduction offers an engaging theoretical overview of a/r/ tography with its integration of theoria, praxis, and poesis, or theory/ research, teaching/learning, and art/making (p. 28). Although Irwin does not have chapter in the collection, I found myself returning to her Introduction numerous times as I moved through the chapters of the book. It provides rich contextual ground that adds new insights into understanding a/r/tography with each re-read.Irwin likens the life of the artist/researcher/teacher to life that embraces metissage existence that integrates knowing, doing, and making,... that desires an aesthetic experience found in an elegance of flow between intellect, feeling, and practice (p. 29). She encourages artists/researchers/teachers to embrace multilectical view (p. 28) that moves beyond dialogic opposition through opening third space for meaning-making; not favoring any one category or discipline, yet existing between and amongst them all. The a/r/tographers in this first collection are visual artists, researchers and teachers, who are committed to living life of deep meaning enhanced through perceptual practices that reveal what was once hidden, creat[ing] what has never been known, and imaginfing] what [they] to achieve (p. 36).A/r/tography as living inquiry incorporates the transformative practices of action research and autoethnography. It combines and unites the visual and the textual, allowing doubling of meaning to emerge from the and the writing, which is distinct and complementary. Irwin offers the idea of theory as a/r/tography where Art is the visual reorganization of experience.... Research is the enhancement of meaning... and... Teaching is performative knowing in meaningful relationships with learners (p. 21). She argues that theory includes the discussion and analysis of text, combined with visual imagery which emerges from educational experience.Irwin and de Cosson have organized the book into three parts: (1) Explorations of Self: Fragments and Meaning; (2) Self Process: Learning and Praxis; and (3) History and Self: Temporal Spaces. Visual images of each author's complement and extend the text aesthetically. Throughout the book, the contributors reflect autoethnographically on their roles as artists/researchers/teachers and engage the complicated conversations that arose through their a/r/tographic process. Part One is woven with the thread of personal revelation. Sylvia Wilson explores the narratives hidden behind the public face of the teacher, that of mothering, loss and hope (p. 42). She maneuvers this delicate terrain with an emergent understanding of art not just as an investigative process and research but as spiritual as well (p. 57). Stephanie Springgay pulls the inquiry thread into troubling sutures of the abject body and the ecstatic step towards.. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.014 |
| Scholarly communication | 0.010 | 0.008 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.017 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".