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ABSTRACT
In this review, articles and visual interludes included in three special issues of peer-reviewed journals form a body of scholarship that provide indicators of the movement and maturation of a/r/tography in educational research involving the visual arts. The special issues represent contributions to the vision of a/r/tography around core processes, such as living inquiry and metaphor, as well as emerging concepts of events, gestures and advocacy, which guide approaches today and serve to mark topics of interest to educators who are engaged in applying the arts to pedagogic questions. The goal of ‘tracking discourse’ in this way is to gauge changes within a/r/tography and to map relationships that reside in how a/r/tography is perceived and articulated at this juncture. Shifts in the orientation of a/r/tography are indicators of the progressive development from how it was originally conceived to a mode of inquiry that is being redefined by scholars with material, spatial and relational dimensions as potential future pathways. In this conversation, I offer a number of propositions to cultivate researchful dispositions to assess the evolution of a/r/tographic theory and practice since its inception, and to present openings to further deliberation through this collection.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes on contributor
Anita Sinner is an Associate Professor in the Department of Art Education at Concordia University. Her interests include arts research, life writing, teacher education, international art education and community art education.