Visual Borderlands: Reimagining Education Research

Year: 2021

Author: Grushka, kathryn

Type of paper: Individual Paper

There is a need for research that moves our thinking forward, responds to the changing conditions of how youth learn and corresponds to emerging challenges in curriculum futures. The paper engages with the implications of a visual social world and considers the significance of the concepts of visual borderlands and relational knowing as a re-imagining, of transdisciplinary curriculum futures. In this framing arts-based learning is centred in the performative learning of the 21st century and an image-based media technological economy. Curriculum renewal and subject emphasis is a contested ground as policy is increasingly designed with market futures in mind. While the rhetoric of policy speaks to the urgency of change, interdisciplinary knowledge and technologies creativity has been re-packaged within a neo-liberal doctrine for a normative space. Here creativity is simply a problem-based design endeavour.  The reluctance to engage with the contribution of the Arts and its studio-based practices generally in education policy and curriculum renewal is deeply problematic. It is occurring as the new consumption rituals for critical imaged learning and meaning-making for most adolescents are located in the visual arts/media curriculum areas. Adolescent learners are familiar with the participatory, banal and fluid nature of this digital media and how it shapes their social, educational and personal communicative realities. With imaging technologies central to knowledge generation in most discipline areas, we have come to rely on e multiple versions of sensory knowing grounded in imaged verification such as in medical knowledge.  Images can re-negotiate cognitive realities and re-frame notions of authenticity and truth.  Images have the capacity to play with well-established epistemic constructs and de-stabilise existing knowledge.This paper examines the concept of visual borderlands and the impact of science acquisition through arts-based visual learning. It addresses how this may have relevance for educationalists. Visual borderlands offers a pedagogy of connection or a tool to explore subjectivity. The inquiry embeds Deleuzian method which challenges the logic of sense making and its empirical roots and binary constructs in favour of intuition, and creative transdisciplinary learning which can go beyond the actual, or our limited forms of representing life, to recognizing that life has future imaginative potential forms and is always becoming.Key WordsArt science learning; Visual Boundary Learning, transdiscipilnary learning