This thesis proposes to examine the relationship which specialist and non-specialist knowledge has in forming identity through art practice, utilizing conversation and dialogue. The practical works have examined knowledge identity as it relates to the other within the context of the market place and the university through participatory works. Other practical works, that took place within the gallery context, have utilized ethnographic methods visually and dramatically to unfold knowledge identity within the self. While utilizing methods associated with anthropology and sociology the analysis and goals of this research differ because instead of strictly observing the social and psychological aspects of participants the works are trying to create conditions that influence them heuristically. The theoretical foundation for my research methodology is dialogue as defined by M. M. Bakhtin and Paulo Freire respectively. These interventions have attempted to unfold issues surrounding knowledge identity in relation to context and create agency for participants through conscious self-identification. The research commentary outlines contemporary discourse that surrounds socially engaged art practice through the writings of Suzanne Lacy, Nicolas Bourriaud, Miwon Kwon, Grant Kester, Claire Bishop and Gregory Scholette. It also illustrates how the exemplary art practices of Dan Graham, Rod Dickinson, The Artist Placement Group and Experiments in Art & Technology have directly influenced the methodology and subject matter of the practical works. The commentary also outlines how the theoretical writings of Felix Guattari, Michel de Certeau, Jacques Ranciere, Judith Butler, Erving Goffman and Victor Turner have been foundational to the formulating of the research. The practical works are discussed in detail and outline the inquiry into the role that pedagogical institutions and the marketplace have in forming knowledge identity. These research projects also unfold the parsing of identity in relation to work and leisure through physical identity and social relations.
Permanent link to this resource: https://doi.org/10.24384/81zp-4d46
Duval, Steven
School of Arts
Year: 2009
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