2.50
Hdl Handle:
http://hdl.handle.net/2436/617341
Title:
Myth today and together
Authors:
Bennett, Pete; McDougall, Julian
Abstract:
This article presents a theoretical evaluation in practice, in the form of a project whereby Barthes’ collections of Mythologies (1973, 1979) were ‘reimagined’ by academics, teachers and students from (and for) the contemporary arts and media/culture landscape. Sections of the article rework extracts from two ‘bookending’ essays in a published collection, which, in this contribution, forms one strand of a broader research project and as such is placed in discursive and pedagogic conflict with the other data generated by the research. This ‘data’ is textual, generated by two participant groups – self-identified published ‘experts’ from the field of art, media and cultural studies, and groups of ‘inexpert’ student/teacher collaboration – both working to the same ‘brief’ but in different contexts. The ‘expert’ group responded to a conventional call for chapters, accepting the invitation to contribute to an orthodox scholarly ‘reader’. The group of ‘inexperts’ used a wikispace to respond collaboratively, blurring boundaries between teacher and student, author, myth and text. Our interpretation of the textual material produced by working, writing and myth-making in these ways identifies the dominant emerging discourses articulated by the data. In assessing these themes, we ask what is a myth today, in art’s ‘problematic relationship to knowledge’, what constitutes theory and who has the authority to impose theory on art as myth? Our tentative answers to these questions go beyond a ‘reimagining’ of Barthes’ intervention to lead us to propose some implications for values and practices in learning and teaching in arts, media and culture, closing in further on a ‘pedagogy of the inexpert’.
Citation:
Myth today and together 2016, 15 (1):55 Art, Design & Communication in Higher Education
Publisher:
Intellect
Journal:
Art, Design & Communication in Higher Education
Issue Date:
1-Apr-2016
URI:
http://hdl.handle.net/2436/617341
DOI:
10.1386/adch.15.1.55_1
Additional Links:
http://openurl.ingenta.com/content/xref?genre=article&issn=1474-273X&volume=15&issue=1&spage=55
Type:
Article
Language:
en
Description:
This was partly prompted by the publication of a paperback edition of our book Barthes' Mythologies Today: Readings of Contemporary Culture in autumn 2015
ISSN:
1474-273X
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorBennett, Peteen
dc.contributor.authorMcDougall, Julianen
dc.date.accessioned2016-07-21T13:31:53Z-
dc.date.available2016-07-21T13:31:53Z-
dc.date.issued2016-04-01-
dc.identifier.citationMyth today and together 2016, 15 (1):55 Art, Design & Communication in Higher Educationen
dc.identifier.issn1474-273Xen
dc.identifier.doi10.1386/adch.15.1.55_1-
dc.identifier.urihttp://hdl.handle.net/2436/617341-
dc.descriptionThis was partly prompted by the publication of a paperback edition of our book Barthes' Mythologies Today: Readings of Contemporary Culture in autumn 2015en
dc.description.abstractThis article presents a theoretical evaluation in practice, in the form of a project whereby Barthes’ collections of Mythologies (1973, 1979) were ‘reimagined’ by academics, teachers and students from (and for) the contemporary arts and media/culture landscape. Sections of the article rework extracts from two ‘bookending’ essays in a published collection, which, in this contribution, forms one strand of a broader research project and as such is placed in discursive and pedagogic conflict with the other data generated by the research. This ‘data’ is textual, generated by two participant groups – self-identified published ‘experts’ from the field of art, media and cultural studies, and groups of ‘inexpert’ student/teacher collaboration – both working to the same ‘brief’ but in different contexts. The ‘expert’ group responded to a conventional call for chapters, accepting the invitation to contribute to an orthodox scholarly ‘reader’. The group of ‘inexperts’ used a wikispace to respond collaboratively, blurring boundaries between teacher and student, author, myth and text. Our interpretation of the textual material produced by working, writing and myth-making in these ways identifies the dominant emerging discourses articulated by the data. In assessing these themes, we ask what is a myth today, in art’s ‘problematic relationship to knowledge’, what constitutes theory and who has the authority to impose theory on art as myth? Our tentative answers to these questions go beyond a ‘reimagining’ of Barthes’ intervention to lead us to propose some implications for values and practices in learning and teaching in arts, media and culture, closing in further on a ‘pedagogy of the inexpert’.en
dc.language.isoenen
dc.publisherIntellecten
dc.relation.urlhttp://openurl.ingenta.com/content/xref?genre=article&issn=1474-273X&volume=15&issue=1&spage=55en
dc.rightsArchived with thanks to Art, Design & Communication in Higher Educationen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectBarthesen
dc.subjectmythen
dc.subjecttheoryen
dc.subjectexpertiseen
dc.subjectarts and mediaen
dc.subjectpedagogyen
dc.subjectRancièreen
dc.titleMyth today and togetheren
dc.typeArticleen
dc.identifier.journalArt, Design & Communication in Higher Educationen
dc.date.accepted2016-04-
rioxxterms.funderInternalen
rioxxterms.identifier.projectUoW210716PBen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0en
rioxxterms.licenseref.startdate2017-03-31en
This item is licensed under a Creative Commons License
Creative Commons
All Items in WIRE are protected by copyright, with all rights reserved, unless otherwise indicated.