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The Flâneur and Education Research

A Metaphor for Knowing, Being Ethical and New Data Production

  • Book
  • © 2018

Overview

Editors:
  1. Alexandra Lasczik Cutcher

    1. School of Education, Southern Cross University, Bilinga, Australia

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  2. Rita L. Irwin

    1. Department of Curriculum and Pedagogy, University of British Columbia, Vancouver, BC, Canada

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    You can also search for this editor in PubMed   Google Scholar

  • Explores the figure of the flâneur and its place within educational scholarship
  • Examines how flâneurial walking can be viewed as a creative, relational, place-making practice
  • Engages the flâneur as an influential and recurring historical figure

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Table of contents (6 chapters)

  1. Front Matter

    Pages i-xxx
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  2. (Not Idling at) the Flâneur in Indigenous Education: Towards Being and Becoming Community

    • Marc Higgins, Brooke Madden
    Pages 1-28

  3. Inquiry While Being in Relation: Flâneurial Walking as a Creative Research Method

    • Elsa Lenz Kothe
    Pages 29-57

  4. Revisiting The Visual Memoir Project: (Still) Searching for an Art of Memory

    • Blake E. Smith
    Pages 59-88

  5. Strolling Along with Walter Benjamin’s Concept of the Flâneur and Thinking of Art Encounters in the Museum

    • Marie-France Berard
    Pages 89-108

  6. Mindful Walking: Transforming Distant Web of Social Connections into Active Qualitative Empirical Materials from a Postmodern Flâneuse’s Perspective

    • Yuha Jung
    Pages 109-125

  7. A/r/tographic Peripatetic Inquiry and the Flâneur

    • Alexandra Lasczik Cutcher, Rita L. Irwin
    Pages 127-154

  8. Back Matter

    Pages 155-160
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Keywords

About this book

This book creatively and critically explores the figure of the flâneur and its place within educational scholarship. The flâneur is used as a generative metaphor and a prompt for engaging the unknown through embodied engagement, the politics of space, mindful walking and ritual. The chapters in this collection explore sensorial qualities of place and place-making, urban spaces and places, walking as relational practice, walking as ritual, thinking photographically, the creative and narrative qualities of flâneurial walking, and issues of power, gender, and class in research practices. In doing so, the editors and contributors examine how flâneurial walking can be viewed as a creative, relational, place-making practice. Engaging the flâneur as an influential and recurring historical figure allows and expands upon generative ways of thinking about educational inquiry. Furthermore, attending to the flâneur provides a way of provoking researchers to recognize and consider salient political issues that impact educational access and equity. 



Editors and Affiliations

  • School of Education, Southern Cross University, Bilinga, Australia

    Alexandra Lasczik Cutcher

  • Department of Curriculum and Pedagogy, University of British Columbia, Vancouver, BC, Canada

    Rita L. Irwin

About the editors

Alexandra Lasczik Cutcher is Senior Lecturer in Arts and Education at Southern Cross University, Australia. 
 
Rita L. Irwin is Professor of Art Education and Curriculum Studies at the University of British Columbia, Canada. 


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