How can the process of “becoming learner” be observed, documented, and shared? What methodology could be used to discuss nomadic qualities of learning mobilities? This article argues in favor of an arts-based research approach, specifically social cartography, as a tool that can encourage young people to reflect on their identity as learners. Attentive to the deterritorializations, transgressions, and disruptions that characterize the learning process, it develops a mobile strategy for following the learner. This argument engages the philosophy of Gilles Deleuze and Félix Guattari to explore a pedagogical framework that expands our social imaginary of learning.
AtkinsonD. (2011). Art, equality and learning: Pedagogies against the state. Rotterdam, Netherlands: Sense Publishers.
2.
BaroneT. (2008). How arts-based research can change minds. In Chanmann-TaylorM.SiegesmundR. (Eds.), Arts-based research in education: Foundations for practice (pp. 28-49). New York, NY: Routledge.
3.
BartolovichC. (2000). Mapping the spaces of capital. In PaulstonR. G. (Ed.), Social cartographies: Mapping ways of seeing social and educational change (Rev. Ed., pp. 375-398). New York, NY: Garland Publishing. (Original work published 1996)
4.
BontaM.ProteviJ. (2006). Deleuze and geophilosophy: A guide and glossary. Edinburgh, Scotland: Edinburgh University Press.
5.
BraidottiR. (2006). Transpositions: On nomadic ethics. Cambridge, UK: Polity Press.
6.
BuckinghamD. (2007). Beyond technology: Children’s learning in the age of digital culture. Cambridge, UK: Polity Press.
7.
Cobo RomaníC.MoravecJ. W. (2011). Aprendizaje invisible. Hacia una nueva ecología de la educación [Invisible learning. Towards a new ecology in education]. Barcelona, Spain: University of Barcelona Press.
8.
CrangM.ThriftN. (2000). Introduction. In CrangM.ThriftN. (Eds.), Thinking space (pp. 1-30). London, England: Routledge.
9.
CresswellT. (1996). In place/out of place: Geography, ideology and transgression. Minneapolis: University of Minnesota Press.
10.
CresswellT. (2010). Mobilities I: Catching up. Progress in Human Geography, 35, 550-558.
11.
de CerteauM. (1984). The practice of everyday life. Berkeley: University of California.
12.
DeleuzeG. (1997). Essays critical and clinical (SmithD. W.GrecoM. A., Trans.). Minneapolis: University of Minnesota Press. (Original work published 1993)
13.
DeleuzeG.GuattariF. (2004). A thousand plateaus: Capitalism and schizophrenia. (Rev. ed., MassumiB., Trans.). London: Continuum. (Original work published 1987)
Hernández-HernándezF.Padilla-PetryP. (2013). Cuestionar el éxito y el fracaso escolar [Questioning school success and failure]. Cuadernos de Pedagogia, 430, 56-59.
16.
IngoldT. (2007). Lines: A brief history. London, England: Routledge.
17.
IrwinR. L.BeerR.SpringgayS.GrauerK.XiongG.BickelB. (2006). The rhizomatic relations of a/r/tography. Studies in Art Education, 48, 70-88.
18.
IrwinR. L.SpringgayS. (2008). A/r/tography as practice based research. In SpringgayS.IrwinR.LeggoC.GouzouasisP. (Eds.), Being with a/r/tography (pp. xiii-xvii). Rotterdam, Netherlands: Sense Publishers.
19.
LeanderK. M.PhillipsN. C.Headrick TaylorK. (2010). The changing social spaces of learning: Mapping new mobilities. Review of Research in Education, 34, 329-394.
20.
LiebmanM.PaulstonR. G. (1993). Social cartography: A new methodology for comparative studies. Pittsburgh, PA: University of Pittsburgh Press.
21.
PaulstonR. G. (2000). Social cartography: A new metaphor/tool for comparative studies. In PaulstonR. G. (Ed.), Social cartographies: Mapping ways of seeing social and educational change (Rev. ed., pp. 7-28). New York, NY: Garland Publishing. (Original work published 1996)
22.
PinkS. (2008). An urban tour: The sensory sociality of ethnographic place-making. Ethnography, 9, 175-196.
23.
TaylorC. (2004). Modern social imaginaries. London, England: Duke University Press.
