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001358919 019__ $$a1122892529
001358919 020__ $$a9783319728384
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001358919 0247_ $$a10.1007/978-3-319-72838-4$$2doi
001358919 0243_ $$a9783319728377
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001358919 24504 $$aThe Flâneur and Education Research :$$ba Metaphor for Knowing, Being Ethical and New Data Production /$$cedited by Alexandra Lasczik Cutcher, Rita L. Irwin.
001358919 264_1 $$aCham :$$bSpringer International Publishing :$$bImprint :$$bPalgrave Pivot,$$c2018.
001358919 300__ $$a1 online resource (XXX, 160 pages 36 illustrations) :$$bonline resource
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001358919 338__ $$aonline resource$$bcr$$2rdacarrier
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001358919 4901_ $$aPalgrave Studies in Movement across Education, the Arts and the Social Sciences
001358919 5050_ $$aChapter 1. (Not Idling at) the Flâneur in Indigenous Education: Towards Being and Becoming Community; Marc Higgins and Brooke Madden -- Chapter 2. Inquiry while Being in Relation: Flâneurial Walking as a Creative Research Method; Elsa Lenz Kothe -- Chapter 3. Revisiting The Visual Memoir Project: (Still) Searching for an Art of Memory; Blake Smith -- Chapter 4. Strolling along with Walter Benjamin's concept of the flâneur and thinking of art encounters in the museum; Marie-France Berard -- Chapter 5. Mindful Walking: Transforming Distant Web of Social Connections into Active Qualitative Empirical Materials from a Postmodern Flâneuse's Perspective; Yuha Jung -- Chapter 6. A/r/tographic Peripatetic Inquiry and the Flâneur; Alexandra Lasczik Cutcher and Rita L. Irwin.
001358919 506__ $$aAccess limited to authorized users.
001358919 520__ $$aThis 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.
001358919 650_0 $$aEducation.
001358919 650_0 $$aEducation$$xPhilosophy.
001358919 655_0 $$aElectronic books
001358919 7001_ $$aLasczik Cutcher, Alexandra,$$eeditor.
001358919 7001_ $$aIrwin, Rita L.,$$eeditor.
001358919 77608 $$iPrint version:$$z9783319728377
001358919 830_0 $$aPalgrave Studies in Movement across Education, the Arts and the Social Sciences.
001358919 852__ $$bebk
001358919 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-319-72838-4$$zOnline Access$$91397441.1
001358919 909CO $$ooai:library.usi.edu:1358919$$pGLOBAL_SET
001358919 980__ $$aBIB
001358919 980__ $$aEBOOK
001358919 982__ $$aEbook
001358919 983__ $$aOnline
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