Walking with A/r/tography (Palgrave Studies in Movement across Education, the Arts and the Social Sciences)

From the Back Cover\nThis book focuses on critical walking and mapping practices through the research methodology of a/r/tography. Initially establishing seven global sites for employing movement-based research practices within culturally conceived a/r/tographic perspectives, the book builds upon and extends an international community of practice. The editors and contributors apply public pedagogy through a/r/tographic and critical walking inquiry, and explore how these forms may be engaged, understood and expanded globally. The chapters examine how a/r/tography and walking inquiry can be practiced, theorised, experienced, extended and conceptualised. The cartographic perspectives, theoretical positions and conceptual investigations included in this collection respond to the fundamental contemporary need for new and fresh models of teaching, learning and scholarship regarding global and local educational and social challenges. They offer tangible, aesthetic and rigorous examples for researchers, educators, community practitioners and research students to engage with a/r/tography and critical walking inquiry.\nAlexandra Lasczik is Professor and Associate Dean (Research) at Southern Cross University, Australia.
Rita L. Irwin is Distinguished University Scholar and Professor of Art Education in the Department of Curriculum and Pedagogy at the University of British Columbia, Canada.\nAmy Cutter-Mackenzie-Knowles is Professor and Executive Dean of the Faculty of Education at Southern Cross University, Australia.\nDavid Rousell is Senior Lecturer in Creative Education at RMIT, Australia.\nNicole Lee is affiliated to the University of British Columbia, Canada.\nThis book focuses on critical walking and mapping practices through the research methodology of a/r/tography. Initially establishing seven global sites for employing movement-based research practices within culturally conceived a/r/tographic perspectives, the book builds upon and extends an international community of practice. The editors and contributors apply public pedagogy through a/r/tographic and critical walking inquiry, and explore how these forms may be engaged, understood and expanded globally. The chapters examine how a/r/tography and walking inquiry can be practiced, theorised, experienced, extended and conceptualised. The cartographic perspectives, theoretical positions and conceptual investigations included in this collection respond to the fundamental contemporary need for new and fresh models of teaching, learning and scholarship regarding global and local educational and social challenges. They offer tangible, aesthetic and rigorous examples for researchers, educators, community practitioners and research students to engage with a/r/tography and critical walking inquiry.