A/r/tography as an Ethics of Embodiment
A/r/tography as an Ethics of Embodiment
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A/r/tography 作为体现伦理学
DOI：
10.1177/1077800407304509
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发表时间：
2008
影响因子：
2
通讯作者：
Stephanie Springgay
中科院分区：
文献类型：
--
作者：
Lisa La Jevic;Stephanie Springgay
A/r/tography是一种以艺术为基础的研究方法，通过艺术和美学手段探究教育现象。 A/R/地形研究从事教学探究，其中研究者和被研究者之间的区别变得复杂、敏感且未完成。作者认为，A/r/tography 发展了体现与道德之间作为共存的关系。通过这种方式，伦理学并不是指理性主义地获取知识或提倡特定身体行为的道德准则，而是表明参与关系网络有助于采取非暴力姿态。本文通过对职前教师教育课程中视觉期刊的使用的具体检查，扩展了之前关于 a/r/地形探究的著作。通过图像和文字的互文性，视觉日记使教师和学生能够在尊重自我和他人的空间中创造意义并创造性地探究教育问题。
A/r/tography is an arts-based research methodology that inquires into educational phenomenon through artistic and aesthetic means. A/r/tographical research engages in pedagogical inquiry where the distinctions between researcher and researched become complicated, responsive, and undone. A/r/tography, the authors argue, develops the relationship between embodiment and ethics as a being-with. In this manner, ethics does not refer to the rationalist acquisition of knowledge or moral codes that advocate particular bodily behaviors but instead suggests that participating in a network of relations lends itself to gestures of non-violence. This article extends previous writings on a/r/tographical inquiry through a particular examination of the use of visual journals in a preservice teacher education course. Through the intertextuality of image and word, visual journals enable teachers and students to make meaning and inquire creatively into educational issues in a space that respects self and other.