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Kaneko, Yukiko

University of British Columbia

This thesis inquires into material entanglement and its educational aspects of the artist-in-residence (AIR) program at Aomori Contemporary Art Centre (ACAC), Aomori Public University in Japan. Focusing on mutual relations between humans and nonhumans, theories of more-than-humanism and feminist new materialism shape the research design in this thesis. In particular, Barad’s (2007) concepts of entanglement, agency, and intra-action align the inquiry of dynamism, flexibility, ambiguity, and uncertainty of material and materiality, which challenges dualism and human-centered perspective to material and humans. The term “more-than” from more-than-human is dispersed in this thesis to indicate the entanglement among humans and nonhumans and its dynamism of betweenness. Guided by post qualitative inquiry (Richardson & St. Pierre, 2005; St. Pierre, 2011; 2018; 2021) and creative nonfiction (CNF)/more-than-life writing developed from CNF/ life writing (Chambers et al., 2012; Hasebe-Ludt et al., 2009; Sinner et al., 2017), five stories about the AIR program, held at ACAC in the summer of 2015, were written based on my work experience as an educator. Writing stories is adopted “as a method of inquiry” (Richardson & St. Pierre, 2005) and opens spaces of betweenness to invite readers and myself to entangle with materials in motion as affective bodies. Entangled with the stories, concepts of matter, space, place, here and now, body, self, and multiplicity are examined. In these stories about an artist-in-residence program, I strive to articulate more-than-human stories in new ways, for example, from the perspective of matter in the studio. Entangled with these notions, the concepts of curriculum are scrutinized, following curriculum theories of ‘curriculum-as-lived experiences’ by Aoki (2004a) and ‘currere’ by Pinar (2015, 2020) as a starting point. Finally, I use and discuss the term more-than-human-curriculum to highlight its continuous reconfiguration within material entanglement, which encourages us to be and become uncertain, ambiguous, and ambivalent but dynamic betweenness.

Text

2025-03-28

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/90549

Art Education

University of British Columbia

UBCV

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