Open Collections

Mosavarzadeh, Marzieh

University of British Columbia

This arts-based educational research unfolds as an exploration into the practice of Making–Place—perceived as both a) making of place and b) place for making. Collaborating with three visual artist-researcher-teachers of Iranian backgrounds affiliated with The University of British Columbia, this study hopes to animate the methodology of a/r/tography, integrating walking AND thinking AND writing AND imagemaking as a combined a/r/tographic exploration. The research utilizes various artistic methods, including three Co-walking Studies (CWS), one-on-one Walking Interviews (WI) with each participant, unstructured debriefing sessions, and co-curatorial moments. Drawing inspiration from phenomenological theorists such as Edward Casey, Jeff Malpas, and David Seamon, and engaging with philosophical concepts like weak theory proposed by Eve Sedgwick and Kathleen Stewart, as well as aesthetic sensibilities from scholars like Maxine Greene and Arnold Berleant. While dwelling in Ted T. Aoki’s pedagogical bridge, the dissertation moves between practice and theory. Opting for an artistic living inquiry without predetermined research questions, this study values the potential of invitational propositions as a form of imaginative pedagogy, embodying a collaborative and relational engagement, initiating scholarship from a place of care, curiosity, and openness. The dissertation unfolds in a manner that amplifies the rhythm of the three Co-walking Studies and Walking Interviews, creating conditions for the process of Making–Place to resonate through the juxtaposition of images, text, and columns. The study introduces three new facets of Making–Place: framing fragments, threading trust, and bridging betwixt. These facets offer fresh insights into Making–Place, providing conditions for individuals to create their place in the world.

Text

2024-10-10

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/89377

Curriculum Studies

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/