2019 Publications

List of publications related to a/r/tography from the year 2019: Journal articles, book chapters, dissertations, and theses

Please note that these works mention or use a/r/tography and not all of them focus on a/r/tography explicitly. 

Alvarez, C. (2019). Creating cultural sensitivity in the writing classroom with Edwidge Danticat’s create dangerously. In C. L. Joseph, S. Banerjee, M. E. Hobson, & J. Danny M. Hoey, Approaches to teaching the works of Edwidge Danticat (pp. 307-326). New York: Routledge. doi:https://doi-org.ezproxy.library.ubc.ca/10.4324/9780429293023

Baker, J. S., Bjork, F., Bley, E., Eckhoff, E., & Hubing, E. (2019, October 22). A/R/T-Candidates Explore Intersectional Identities Through Art. Multicultural Perspectives, 21(3), 159-166. doi:https://doi-org.ezproxy.library.ubc.ca/10.1080/15210960.2019.1659143

Barney, D. T. (2019, August 21). A/r/tography as a pedagogical strategy: Entering somewhere in the middle of becoming artist. International Journal of Art and Design Education, 38(3), 618-626. doi:https://doi-org.ezproxy.library.ubc.ca/10.1111/jade.12247

Lage-Gómez, C., & Cremades-Andreu, R. (2019, March). Group improvisation as dialogue: Opening creative spaces in secondary music education. Thinking Skills and Creativity, 31, 232-242. doi:https://doi.org/10.1016/j.tsc.2018.12.007

Lee, N., Morimoto, K., Mosavarzadeh, M., & Irwin, R. L. (2019). Walking propositions: Coming to know a/r/tographically. International Journal of Art & Design Education, 38(3), 681–690.

Liu, L. B., & Li, Q. (2019). Culturally and ecologically sustaining pedagogies: Cultivating glocally generous classrooms and societies. American Behavioral Scientist, 63(14), 1983–2006. https://doi.org/10.1177/0002764219850865

López-Peláez-Casellas, & Paz, M. (2019, September 7). An artistic research proposal from an A/R/TOGRAPHY perspective: a study of Strauss’s oboe concerto. Música hodie, 19, 1-12. doi:10.5216/mh.v19.54873

Malilang, C. S. (2019). A multicultural community of practice in creative writing. Educare – Vetenskapliga Skrifter(2), 6-29. doi:https://doi.org/10.24834/educare.2019.2.2

Mallos, M. (2020). Exploring the identities of Greek migrant young adults through their new media use: Combining public pedagogy, participatory narrative inquiry, A/r/tography and Heteroglossia. Journal of Public Pedagogies, 5, 20–30. https://doi.org/10.15209/jpp.1211

Marin‐Viadel, R., Arias‐Camison, A., & Varea, A. (2019). A participatory social a/r/tography: Bodies and houses metamorphosing from schools in tegucigalpa to a liverpool tate exchange event. The International Journal of Art and Design Education, 38(3), 627-638. doi:https://doi-org.ezproxy.library.ubc.ca/10.1111/jade.12239

Mulvihill, T. M., Swaminathan, R., Mulvihill, T. M., & Swaminathan, R. (2019). Art making. In Arts-Based Educational Research and Qualitative Inquiry (pp. 88–117). Routledge. https://doi.org/10.4324/9781315143361-5

Mulvihill, T. M., & Swaminathan, R. (2019). Introduction and overview. In Arts-Based Educational Research and Qualitative Inquiry (pp. 1–19). Routledge. https://doi.org/10.4324/9781315143361-1

Mulvihill, T. M., Swaminathan, R., Mulvihill, T. M., & Swaminathan, R. (2019). Photographic arts. In Arts-Based Educational Research and Qualitative Inquiry (pp. 58–87). Routledge. https://doi.org/10.4324/9781315143361-4

Mulvihill, T. M., Swaminathan, R., Mulvihill, T. M., & Swaminathan, R. (2019). Theories and approaches that guide arts-based educational research. In Arts-Based Educational Research and Qualitative Inquiry (pp. 20–37). Routledge. https://doi.org/10.4324/9781315143361-2

Mulvihill, T. M., Swaminathan, R., Mulvihill, T. M., & Swaminathan, R. (2019). Walking, pedagogical listening, and artful engagements. In Arts-Based Educational Research and Qualitative Inquiry (pp. 142–158). Routledge. https://doi.org/10.4324/9781315143361-7

Osler, T. (2019, January 4). An a/r/tographic métissage: Storying the self as pedagogic practice. Journal of Writing in Creative Practice, 12(1-2), 109-129. doi:10.1386/jwcp.12.1-2.109_1

Palau‐Pellicer, P., Mena, J., & Egas, O. (2019, August 21). Arts‐based educational research in museums: ‘Art for learning art’, an a/r/tographic mediation. The International Journal of Arts and Design Education, 38(3), 670-680. doi:https://doi-org.ezproxy.library.ubc.ca/10.1111/jade.12241

Ramon, R. &.-S. (2019). A deriva paralela pedagógica. Um fio educativo invisível entre o Porto e Paris através de narrativas pessoais: The pedagogical parallel drift. An invisible educational thread between Porto and Paris through personal narratives. Revista Portuguesa De Educação, 32(2), 74-90. doi:https://doi.org/10.21814/rpe.17200

Roldán, J. (2019). A/r/tografía e Investigación Educativa Basada en Artes Visuales en el panorama de las metodologías de investigación en Educación Artística. Arte, Individuo y Sociedad, 31(4), 881-895. doi:10.5209/aris.63409

Roldan, J., Lara‐Osuna, R., & Gonzalez‐Torre, A. (2019, August 21). The project ‘art for learning art’ in contemporary art museums. The International Journal of Art and Design Education, 38(3), 572-582. doi:https://doi-org.ezproxy.library.ubc.ca/10.1111/jade.12245

Ruopp, A. (2019). Portrait of an A/R/Tographer: Theory as conceptual medium. International Journal of Education and the Arts, 20. https://doi.org/10.26209/ijea20n9

Schultz, C. S., & Legg, E. (2019, January 31). A/r/tography: At the intersection of art, leisure, and science. Leisure Sciences: An Interdisciplinary Journal. doi:https://doi.org/10.1080/01490400.2018.1553123

Shabtay, A., Carter, M. R., & Mreiwed, H. (2019). A dramatic collage: becoming pedagogical through collaborative playbuilding. Qualitative Research Journal, 19(4), 403–414. https://doi.org/10.1108/QRJ-02-2019-0020

Smith-Wyatt, P. (2019). Understanding art as experience through painting. International Journal of Education Through Art, 15(2), 243–248. https://doi.org/10.1386/eta.15.2.243_3

Strong-Wilson, T., Malenfant, J., Hasebe-Ludt, E., Irwin, R. L., Johnston, I., Leggo, C., . . . Smits, H. (2019). Provoking curriculum (studies): Intellectual interpolations. In T. Strong-Wilson, C. Ehret, D. Lewkowich, & S. Chang-Kredl, Provoking curriculum encounters across educational experience (pp. 206-220). New York: Routledge. doi:https://doi-org.ezproxy.library.ubc.ca/10.4324/9780429058110

Vanada, D. I. (2019). Engaging in materiality. Conference Proceedings of the Academy for Design Innovation Management, (pp. 1260-1267). doi:https://doi.org/10.33114/adim.2019.04.406

Zimmer, T. (2019). Finding identity: Using the literary and visual arts as reflexive tools / Lettres de possibilités et d’évolution pédagogique : Réflexions personnelles issues de mon projet « Quête d’identité ». The Canadian Review of Art Education / Revue Canadienne d’éducation Artistique, 46(1), 60–71. https://doi.org/10.26443/crae.v46i1.52