Geneviève Cloutier - Profile on Academia.edu (original) (raw)
Papers by Geneviève Cloutier
Getting Lost Through the Relational Mail Art of Art/Re-search (T)here: A Decolonizing Methodology
Art/Research International A Transdisciplinary Journal, 2024
Art/Re-search (T)here is a SSHRC-funded project that creates new understandings of art, research... more Art/Re-search (T)here is a SSHRC-funded project that creates new understandings of art, research and decolonized processes amongst theories of knowledge. The relational mail art of Art/Re-search (T)here unfolds through post theories of the (post)qualitative posthumanist philosophies and decolonized practices. These disruptive co-compositions happen by getting lost through thing-power, and through the decolonial project of re-turning to the dynamic whole. (T)here, co-conspirators collaborate through art to reimagine re-search. The project’s initial research questions change alongside co-conspirators in transit as binary knowledge is (un)learned and disrupted. As the mail art travels to entangled spaces, processes are risky, glitchy, (un)known, and trans-formed. In letting go of research questions, art/re-search creates trans-formations. The authors put a call to action for re-searchers to work together through art in ways that question the structure of academia and how we come to know/be. Through relational (un)learning and risk-taking, some-thing lost is getting (t)here.
“Becoming I/We” Together as Critical Performance Pedagogy
Facilitating Community Research for Social Change, 2022
During the International Society for Education through Art World Congress in 2019, Geneviève Clou... more During the International Society for Education through Art World Congress in 2019, Geneviève Cloutier and Alison Shields co-curated and co-facilitated an exhibit titled Inhabiting/Living Practice. In it, 18 PhD students from around the world came together to engage in artistic inquiry. Here, five of those participants want to share an aspect of the collaboration focusing on critical performative pedagogy (Boal, 1979; Freire, 1970; Huber, 2013; Pineau, 2002). Lap-Xuan Do-Nguyen, Samira Jamouchi, and Yoriko Gillard were the artists whose practices came together for the opening of the exhibit. Geneviève has a socially engaged and performative practice, and was honoured to participate in their provocation to inhabit the space through critical performative pedagogy together.
Inhabiting/Living Practice: An Emergent Collaborative Arts-Based Exhibition
Making Connections in and Through Arts-Based Educational Research, 2023
This chapter presents a collaborative exhibition at the 2019 World Congress of the International ... more This chapter presents a collaborative exhibition at the 2019 World Congress of the International Society for Education through Art (InSEA) at The University of British Columbia in Vancouver, Canada. Inhabiting/Living Practice presented the arts-based educational research of 18 doctoral students from around the world. We came together in the Hatch Gallery throughout the InSEA congress to collaborate, discuss, and make together. We shared our arts-based educational research through this emergent process while allowing it to evolve in relation to our ongoing dialogs, artistic interventions, and provocations. We imagined the gallery as a living body: an emerging embodied space that we inhabited for the week with material, affect, and relationality. In this chapter, through photograph documentation and examination of our experiences, we present the unfolding of this emergent exhibition. Through follow-up reflections, participants discuss how the exhibition allowed for a re-viewing of their doctoral research, a re-imagining of the possibilities of arts-based educational research, and the ways connections developed through making together over the course of the week. Through this work, we propose that more time spent making together is needed within the context of academic art education conferences.
Arts-Based Methods, Transformation, and Possibilities in Interdisciplinary Arts-Based Research
Perspectives on Arts Education Research in Canada, Volume 1, 2019
Journal of the Canadian Association for Curriculum Studies, 2016
Whether photographed from the missing pages of a summer day, or surrounded by the light of spectr... more Whether photographed from the missing pages of a summer day, or surrounded by the light of spectral clouds passing through a whisper, stories that provoke connections between person and place can be both powerful and inspiring in the recurring creation of teaching narratives. What happens when we, a professor and a doctoral student, come together to critically inquire into the displaced pasts of our present selves for future teachers of language and art? Which locations will we select? Where will our dialogue take us? We respond in a composition of poetry, prose, and image.
Morawski, C., & Cloutier, G. (2016). Memories, Crossings, and Station Stops: Displaced Pasts Into Present Teaching of Language and Art. Journal of the Canadian Association for Curriculum Studies, 15(1), 55-74.
Art education became interwoven with cultural mediation when a university-level English language ... more Art education became interwoven with cultural mediation when a university-level English language certification class was taken on a field trip to the National Gallery of Canada. This article focuses on one ESL student who locates her subversive identity as she engages with and interprets an artwork in an interview. This student's memorable, affective, and intimately personal thoughts and feelings, as we shall see, expose the semiotic and pedagogical importance of employing strategies that honour students' identities and lived experiences. The authors call for more research in what they refer to as 'critical ESL art museum education'.
Cloutier, G. (2016). Moving from art school to the academy as an a/r/tographic spatiality: Decentralizing the box. In A. Shields., & M. Emme (Eds.), Emergent Art Education: Next Directions in Canadian Research (pp. 17-26). [iBook Version].
Cloutier, G. (2015). Working through a Silenced First Nation ancestry with a/r/tography: presence, absence, and movement. Canadian Art Teacher, 13(2), 22-26
Cloutier, G. (2013). Art party rhizome, social practices... With legs on top. Canadian Art Teacher, 12(1), 12-15.
Workshops by Geneviève Cloutier
Workshop presented at the Jean-Paul Dionne Symposium, University of Ottawa, Ottawa, ON, 2016
Previous version by Geneviève Cloutier
Art education became interwoven with cultural mediation when a university-level English language ... more Art education became interwoven with cultural mediation when a university-level English language certification class was taken on a field trip to the National Gallery of Canada. This article focuses on one ESL student who locates her subversive identity as she engages with and interprets an artwork in an interview. This student's memorable, affective, and intimately personal thoughts and feelings, as we shall see, expose the semiotic and pedagogical importance of employing strategies that honour students' identities and lived experiences. The authors call for more research in what they refer to as 'critical ESL art museum education'.
Editorial by Geneviève Cloutier
(2017). Editorial. Canadian Art Teacher, 15(2), 4-5
Getting Lost Through the Relational Mail Art of Art/Re-search (T)here: A Decolonizing Methodology
Art/Research International A Transdisciplinary Journal, 2024
Art/Re-search (T)here is a SSHRC-funded project that creates new understandings of art, research... more Art/Re-search (T)here is a SSHRC-funded project that creates new understandings of art, research and decolonized processes amongst theories of knowledge. The relational mail art of Art/Re-search (T)here unfolds through post theories of the (post)qualitative posthumanist philosophies and decolonized practices. These disruptive co-compositions happen by getting lost through thing-power, and through the decolonial project of re-turning to the dynamic whole. (T)here, co-conspirators collaborate through art to reimagine re-search. The project’s initial research questions change alongside co-conspirators in transit as binary knowledge is (un)learned and disrupted. As the mail art travels to entangled spaces, processes are risky, glitchy, (un)known, and trans-formed. In letting go of research questions, art/re-search creates trans-formations. The authors put a call to action for re-searchers to work together through art in ways that question the structure of academia and how we come to know/be. Through relational (un)learning and risk-taking, some-thing lost is getting (t)here.
“Becoming I/We” Together as Critical Performance Pedagogy
Facilitating Community Research for Social Change, 2022
During the International Society for Education through Art World Congress in 2019, Geneviève Clou... more During the International Society for Education through Art World Congress in 2019, Geneviève Cloutier and Alison Shields co-curated and co-facilitated an exhibit titled Inhabiting/Living Practice. In it, 18 PhD students from around the world came together to engage in artistic inquiry. Here, five of those participants want to share an aspect of the collaboration focusing on critical performative pedagogy (Boal, 1979; Freire, 1970; Huber, 2013; Pineau, 2002). Lap-Xuan Do-Nguyen, Samira Jamouchi, and Yoriko Gillard were the artists whose practices came together for the opening of the exhibit. Geneviève has a socially engaged and performative practice, and was honoured to participate in their provocation to inhabit the space through critical performative pedagogy together.
Inhabiting/Living Practice: An Emergent Collaborative Arts-Based Exhibition
Making Connections in and Through Arts-Based Educational Research, 2023
This chapter presents a collaborative exhibition at the 2019 World Congress of the International ... more This chapter presents a collaborative exhibition at the 2019 World Congress of the International Society for Education through Art (InSEA) at The University of British Columbia in Vancouver, Canada. Inhabiting/Living Practice presented the arts-based educational research of 18 doctoral students from around the world. We came together in the Hatch Gallery throughout the InSEA congress to collaborate, discuss, and make together. We shared our arts-based educational research through this emergent process while allowing it to evolve in relation to our ongoing dialogs, artistic interventions, and provocations. We imagined the gallery as a living body: an emerging embodied space that we inhabited for the week with material, affect, and relationality. In this chapter, through photograph documentation and examination of our experiences, we present the unfolding of this emergent exhibition. Through follow-up reflections, participants discuss how the exhibition allowed for a re-viewing of their doctoral research, a re-imagining of the possibilities of arts-based educational research, and the ways connections developed through making together over the course of the week. Through this work, we propose that more time spent making together is needed within the context of academic art education conferences.
Arts-Based Methods, Transformation, and Possibilities in Interdisciplinary Arts-Based Research
Perspectives on Arts Education Research in Canada, Volume 1, 2019
Journal of the Canadian Association for Curriculum Studies, 2016
Whether photographed from the missing pages of a summer day, or surrounded by the light of spectr... more Whether photographed from the missing pages of a summer day, or surrounded by the light of spectral clouds passing through a whisper, stories that provoke connections between person and place can be both powerful and inspiring in the recurring creation of teaching narratives. What happens when we, a professor and a doctoral student, come together to critically inquire into the displaced pasts of our present selves for future teachers of language and art? Which locations will we select? Where will our dialogue take us? We respond in a composition of poetry, prose, and image.
Morawski, C., & Cloutier, G. (2016). Memories, Crossings, and Station Stops: Displaced Pasts Into Present Teaching of Language and Art. Journal of the Canadian Association for Curriculum Studies, 15(1), 55-74.
Art education became interwoven with cultural mediation when a university-level English language ... more Art education became interwoven with cultural mediation when a university-level English language certification class was taken on a field trip to the National Gallery of Canada. This article focuses on one ESL student who locates her subversive identity as she engages with and interprets an artwork in an interview. This student's memorable, affective, and intimately personal thoughts and feelings, as we shall see, expose the semiotic and pedagogical importance of employing strategies that honour students' identities and lived experiences. The authors call for more research in what they refer to as 'critical ESL art museum education'.
Cloutier, G. (2016). Moving from art school to the academy as an a/r/tographic spatiality: Decentralizing the box. In A. Shields., & M. Emme (Eds.), Emergent Art Education: Next Directions in Canadian Research (pp. 17-26). [iBook Version].
Cloutier, G. (2015). Working through a Silenced First Nation ancestry with a/r/tography: presence, absence, and movement. Canadian Art Teacher, 13(2), 22-26
Cloutier, G. (2013). Art party rhizome, social practices... With legs on top. Canadian Art Teacher, 12(1), 12-15.
Art education became interwoven with cultural mediation when a university-level English language ... more Art education became interwoven with cultural mediation when a university-level English language certification class was taken on a field trip to the National Gallery of Canada. This article focuses on one ESL student who locates her subversive identity as she engages with and interprets an artwork in an interview. This student's memorable, affective, and intimately personal thoughts and feelings, as we shall see, expose the semiotic and pedagogical importance of employing strategies that honour students' identities and lived experiences. The authors call for more research in what they refer to as 'critical ESL art museum education'.
(2017). Editorial. Canadian Art Teacher, 15(2), 4-5