En a/r/tografs tilblivelse [The becoming of an a/r/tographer]
En re-konseptualisering av egen profesjonsforståelse [A re-conceptualization of professional identity]
DOI:
https://doi.org/10.7577/ar.5472Keywords:
A/r/tography, clay, creative processes, embodiment, sensuous, tactile, kindergarten, early childhood educationAbstract
Through an a/r/tographic approach, I have explored what happens when sensory and exploratory processes with clay are opened up in early childhood teacher education, and what implications this has for me as an a/r/tographer. The article is grounded in three clay events together with the a/r/tographer’s experiences, both as a professional practitioner and as a human being. With clay as the focal point, I have navigated a landscape of various perspectives related to pedagogical and creative processes: Embodied phenomenology (Merleau-Ponty, 1995), agential realism (Barad, 2007), and process philosophy (Deleuze & Guattari, 2005). Although these perspectives are positioned differently in terms of scientific theory and philosophy, they all offer important insights into understanding what has taken place.
Photo: Jørgen Moe
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