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Gathering: an A/R/Tographic practice for teaching in early childhood care and education

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dc.contributor.author Clark, Vanessa Sophia
dc.date.accessioned 2018-01-02T21:20:00Z
dc.date.available 2018-01-02T21:20:00Z
dc.date.copyright 2017 en_US
dc.date.issued 2018-01-02
dc.identifier.uri http://hdl.handle.net/1828/8927
dc.description.abstract The purpose of this dissertation is to enact and poetically story the nonlinear emergence of an a/r/tographic practice called gathering—a situated art practice of storying, doing, and making as researching and thinking—in multiple contexts, including early childhood teacher education and imperial and settler colonialism in Canada. Over two years, I sustained a ritual of gathering where I (re)read texts (e.g., Indigenous theories, Chicana feminisms, antiracist theories, postcolonial theories, and subaltern theories) and (re)walked the neighbourhood of my apartment on the stolen territories of the Lkwungen people, who are one of the Coast Salish peoples, on southern Vancouver Island, British Columbia. While I walked and as I read, I attended to how other artists, animals, and I gathered objects and ideas, the effects of the environment and weather, and the theoretical orientations and contexts of the ideas and objects. The poetic stories in this dissertation entangle bits of the ideas and objects I gathered during my walks and readings. I also story how my personal artistic process of gathering unfolded into teaching an inclusive practice course in the Early Childhood Care and Education Department at Capilano University. I and my class of preservice early childhood educators gathered on and around the Capilano campus, located on the traditional territories of Coast Salish peoples, including the Tsleil-Watuth, Skwxwú7mesh, shíshálh, Lil’Wat, and Musqueam Nations. With this a/r/tographic research, I offer a pedagogical and aesthetic way with which to attune to the process, conditions, and situations of engaging multiple theories. I inquire into different ways of relating with and taking responsibility for others and into what kinds of partial, incomplete, and imperfect regenerations, possibilities, and futures present themselves through gathering within a context of imperial and settler colonialism in Canada. en_US
dc.language English eng
dc.language.iso en en_US
dc.rights Available to the World Wide Web en_US
dc.subject art-based research en_US
dc.subject inclusive practice en_US
dc.subject settler and imperial colonialism en_US
dc.subject a/r/tography en_US
dc.subject early childhood care and education en_US
dc.title Gathering: an A/R/Tographic practice for teaching in early childhood care and education en_US
dc.type Thesis en_US
dc.contributor.supervisor Pacini-Ketchabaw, Veronica
dc.degree.department School of Child and Youth Care en_US
dc.degree.level Doctor of Philosophy Ph.D. en_US
dc.description.scholarlevel Graduate en_US


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