Performing The Refrain of Art’s Prosthetic Pedagogy

Abstract

Included in this special issue of Qualitative Inquiry are 10 scholars’ writings whom I invited to position their research and creative work adjacent to The Prosthetic Pedagogy of Art to explore and experiment their betweenness, their multiple lines of flight, and their accidental encounters for potential unforeseen and unknown alliances as they are read and understood through each other. While the word prosthesis typically invokes artificial devices and augmentations, my use of the metaphor constitutes playing with and playing off reductive cultural constructs to conceptualize prosthesis as an irreducible metaphor of embodied learning that resists intellectual closure and challenges representationalism.