Highlighting Rita L. Irwin’s significant work in the fields of curriculum studies and arts education, this collection honors her well-known contribution of a/r/tography to curriculum studies in the form of arts based educational research and, beyond this, her contributions towards understanding the inseparability of making, knowing, and being. Together the chapters document an important beginning, as well as an ongoing transitional time in which curriculum understood as aesthetic text is awakening to the ways in which art practices stimulate a social awareness at the level of other embodied practices. Organized in three themes, gathering, transforming, and becoming, this volume brings together a selection of Irwin’s single and co-authored essays to offer a variety of rich perspectives to scholars and students in the field of education who are interested in the ways in which arts-based research allows the possibilities of bringing together the artistic, pedagogical, and scholarly selves of an educator.
"A tremendous contribution to the field of education. The editors have done a wonderful job of collecting Rita Irwin’s important essays and art-works in one volume. This book will be an essential read for students and scholars working in the areas of arts education, teacher education, and curriculum studies."
Ashwani Kumar, Mount Saint Vincent University, Canada
"This is a long overdue and much anticipated collection that solidifies the incredible aesthetic contributions, efforts, and mentorship Irwin has dedicated her life to—locally, nationally, and globally. The ripples of Irwin’s ‘artful life’ are boundless."
Pauline Sameshima, Lakehead University, Canada
Table of Contents
Introduction: William F. Pinar
Theme 1: Gathering
Introduction by Valerie Triggs
1. Irwin, R. L.,Rogers, T., & Reynolds, K. J. (2000). In the spirit of gathering.
2. Irwin, Rita L., Stephenson, Wendy, Neale, Aileen, Robertson, Helen, Mastri, Rosa, and Crawford, Nancy. (1998). Quiltmaking as a metaphor: Creating feminist political consciousness for art pedagogues.
3. Zimmerman (Eds), Women art educators IV: Herstories, our stories, future stories. (pp. 100-111).
4. Irwin, R. L., Rogers, T. & Farrell, R. (1999). Multiculturalism denies the realities of Aboriginal art and culture.
5. Irwin, R. L., Rogers, T. & Wan, Y (1999). Making connections through cultural memory, cultural performance, and cultural translation
6. Irwin, Rita L., Kind, S., Grauer, K., de Cosson, A. (2005). Integration as embodied knowing.
7. Irwin, Rita L & Chalmers, F. Graeme. (2007). Experiencing the Visual and Visualizing Experience
Theme 2: Transforming
Introduction by: Mindy Carter
8. Irwin, R. L. (1993). Charismatic and transformational leadership within a community of women arts educators.
9. Irwin, Rita L., Rogers, Tony & Farrell, Ruby. (1997). The politics of culture and the work of contemporary Aboriginal artists.
10. Irwin, R. L. (1999). Listening to the shapes of collaborative artmaking. Art Education 52(2), 35-40.
11. Irwin, R. L. (2003). Towards an aesthetic of unfolding in/sights through curriculum.
12. Irwin, R. L. & O Donoghue, D. (2012). Encountering pedagogy through relational art practices.
13. Irwin, R. (2006). Walking to Create an Aesthetic and Spiritual Currere, Visual Arts Research, 32(1), 75-82.
Theme 3: Becoming
Introduction by: Rita Irwin
14. Irwin, R. L. (2004). A/r/tography: A metonymic métissage.
15. Irwin, R. L. (2008). Communities of A/r/tographic Practice.
16. Irwin, R. L. & Springgay, S. (2008). A/r/tography as practice based research.
17. Irwin, R. L., Bickel, B., Triggs, V., Springgay, S., Beer, R., Grauer, K., Xiong, G. & Sameshima, P. (2009). The City of Richgate: A/r/tographic Cartography as Public Pedagogy
Irwin, R. L. (2013). Becoming a/r/tography
18. Irwin, Rita L. (in press). Maple Jazz: An artist’s rendering of currere.
In this age of multimedia information overload, scholars and students may not be able to keep up with the proliferation of different topical, trendy book series in the field of curriculum theory. It will be a relief to know that one publisher offers a balanced, solid, forward-looking series devoted to significant and enduring scholarship, as opposed to a narrow range of topics or a single approach or point of view. This series is conceived as the series busy scholars and students can trust and depend on to deliver important scholarship in the various "discourses" that comprise the increasingly complex field of curriculum theory.
The range of the series is both broad (all of curriculum theory) and limited (only important, lasting scholarship) – including but not confined to historical, philosophical, critical, multicultural, feminist, comparative, international, aesthetic, and spiritual topics and approaches. Books in this series are intended for scholars and for students at the doctoral and, in some cases, master's levels.
Persons interested in submitting book proposals or in serving as reviewers for this series are invited to contact
Professor William F. Pinar
Canada Research Chair
University of British Columbia
Faculty of Education
Department of Curriculum Studies
2125 Main Mall
Vancouver, British Columbia V6T 1Z4