期刊名称：International Journal of Education and the Arts
印刷版ISSN：1529-8094
电子版ISSN：1529-8094
出版年度：2017
卷号：18
期号：33
页码：1-21
出版社：Arizona State University
摘要：Informed by the results of a collaborative project carried out with six secondary
school students, this paper reflects on the methodological and epistemological
issues related to the representation of informal learning practices. Borrowing a
concept from the arts, I suggest that a representationalist logic in both schooling and
educational research contexts can produce a negative space, a data site composed of
practices, gestures and experiences that are rendered invisible within dominant
narratives on learning. In an attempt to revisit and resignify the negative space of
my fieldwork, I use Michel de Certeau’s theory on tactics in an attempt to rethink
youth participation. Finally, I explore how an arts-informed approach to educational
ethnography can account for learning that falls outside the realm of assessment,
tracing a connection between artistic modes of knowing, research practice, and the
performance of learning as gesture.
