Producing knowledge in self-organized artistic settings through performative research and artistic intervention

dc.contributor.authorSeitz, Hanne
dc.contributor.editorSchewe, Manfreden
dc.contributor.editorEven, Susanneen
dc.date.accessioned2022-03-04T12:47:56Z
dc.date.available2022-03-04T12:47:56Z
dc.date.issued2015
dc.description.abstractThe following article presents the Young Tenants, a project that gave young Berlin adults the opportunity to use vacant spaces for art and culture­related purposes. Through organizing and participating in activities in these spaces they discovered their artistic creativity and craftsmanship, practiced cultural participation and engaged with the community. In contrast to what they typically experienced in school or in out-of-school education, the project emphasized self­organization and an environmental approach towards learning. The accompanying research called for a different logic of enquiry than in the usual discursive mode of qualitative social research. The tenants were regarded as co­researchers, capable of finding creative solutions for the problems that arose while working towards the goals they had set for themselves. They produced knowledge through their art making, which was expanded, transformed and renewed through a practice-based action research process. At the same time, since understanding is not always reducible to language, we focused on their actions as expressions of embedded knowledge and considered the project to be a practice-led performative research. Additionally, we unlocked further potential though artistic interventions that served to enrich their activities, deepen reflection, and challenge the knowledge generated.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationSeitz, H. (2015) 'Producing knowledge in self-organized artistic settings through performative research and artistic intervention', Scenario: A Journal of Performative Teaching, Learning, Research, IX(1), pp. 114-130. https://doi.org/10.33178/scenario.9.1.7en
dc.identifier.doihttps://doi.org/10.33178/scenario.9.1.7
dc.identifier.endpage130
dc.identifier.issn1649-8526
dc.identifier.issued1
dc.identifier.journalabbrevScenarioen
dc.identifier.journaltitleScenario: A Journal of Performative Teaching, Learning, Researchen
dc.identifier.startpage114
dc.identifier.urihttps://hdl.handle.net/10468/12741
dc.identifier.volumeIX
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttps://journals.ucc.ie/index.php/scenario/article/view/scenario-9-1-7
dc.rights© 2015, The Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.titleProducing knowledge in self-organized artistic settings through performative research and artistic interventionen
dc.typeArticle (peer-reviewed)en
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