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Free Content Frottage as inquiry

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This article explores the pedagogical and methodological implications of the arts-based practice of frottage: a process of ‘finding’ images by making, and then erasing, an uneven ground. What could this arts practice mean for both research and classroom teaching? The author offers frottage as a mode of inquiry that resists closure, destabilizes solid understandings and treats matter as dynamic energy. Exploring the educational resonances of this practice, the author rubs against her article’s academic language with both written erasures made from the paper itself and visual erasures created by the author from disparate surfaces, times and spaces.

Keywords: art education; arts-based research; erasure; frottage; new materialisms; post-qualitative inquiry

Document Type: Research Article

Affiliations: Columbia University, USA

Publication date: March 1, 2018

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  • The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.

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