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dc.contributor.authorGlen, Carla
dc.date.accessioned2011-06-09T21:29:11Z
dc.date.available2011-06-09T21:29:11Z
dc.date.issued2011
dc.identifier.urihttp://hdl.handle.net/10294/3371
dc.identifier.urihttp://ineducation.ca/article/educational-relevance-arts-technocratic-worlden
dc.description.abstractToday, it is important to acknowledge our investment in the technologized visual culture world, but at the same time within that investment, allow for active participation in forms that press for engagement and reflection. Theorized through phenomenology, embodiment, and performative inquiry, Arts’ Educational Relevance in a Technocratic World presents an awakening of space moments of possibilities through active and interactive participation in installation art forms that press for participatory inquiry, engagement, and reflection with our close entanglement with the technologically driven visual culture world, the world in which we dwell, in relationship to our selves and others. Keywords: visual culture, installation art, phenomenology, enactivism, performative inquiryen_US
dc.language.isoenen_US
dc.publisherUniversity of Regina, Faculty of Educationen_US
dc.titleEducational Relevance of the Arts in a Technocratic Worlden_US
dc.typeArticleen_US
dc.description.authorstatusOtheren_US
dc.description.peerreviewyesen_US


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