Akademik Bilgiyi Yazılı Akademik Metnin Ötesine Aktarmak: Demokrasinin Aynalı Sarayı Enstalasyon Deneyinin Otoetnografik Bir Analizi

Year 2022, Issue: 12, 400 - 420, 30.06.2022

Nico Carpentıer Translator: Şeyda Koçak Kurt

Abstract

Makale, öncelikle akademik metnin hegemonyasını aşmayı, tamamlamayı ya da tersine çevirmeyi amaçlayan beş yaklaşımı tartışmaktadır. Bu beş yaklaşım; (1) bilim iletişimi, bilimin popülerleştirilmesi ve bilgi yayılımı kümesi; (2) bilgi değişimi ve katılımcı, dönüştürücü ve müdahaleci (eylem) araştırma kümesi; (3) çok modlu akademik iletişim; (4) görsel antropoloji ve görsel sosyoloji kümesi ve (5) sanat-temelli araştırmadır. Her bir yaklaşım yazılı akademik metnin hegemonyasını farklı şekilde ele aldığı (aştığı) için, makalenin ilk bölümü bu yaklaşımları detaylandırmaktadır. İkinci bölümde, akademik bilgi iletişimi alanında varlığını devam ettiren yazılı akademik metnin ötesine geçmeyi açıkça amaçlamış Demokrasinin Sırça Köşkü enstalasyon deneyi otoetnagrafik olarak analiz edilmektedir. Deney, akademik iletişimin bütünleşik ve tekrarlayan doğası, hibrit akademik-sanatsal kimlik ve kamuların çeşitliliği üzerine düşünmeyi sağlamaktadır. Hem beş yaklaşımı içeren teorik tartışma hem de Demokrasinin Sırça Köşkü enstalasyonu, çok modlu ve/veya sanat-temelli akademik iletişimle ilgili daha fazla deneye ve teorileştirmeye yönelik bir çağrının parçasıdır.

Keywords

akademik iletişim, çok modlu çalışma, sanat-temelli araştırma, enstalasyon sanatı, demokrasi, temsil, katılım, olumsallık

Communicating Academic Knowledge Beyond the Written Academic Text: An Autoethnographic Analysis of the Mirror Palace of Democracy Installation Experiment

Abstract

The article first discusses five approaches that aim to transcend, complement, or overturn the hegemony of the written academic text. These five approaches are (1) the cluster of science communication, science popularization, and knowledge dissemination; (2) the cluster of knowledge exchange, and participatory, transformative, and interventionist (action) research; (3) multimodal academic communication; (4) the cluster of visual anthropology and visual sociology; and (5) arts-based research. As each approach deals with (overcoming) the hegemony of the written academic text differently, the first part of the article details these approaches. In the second part, the Mirror Palace of Democracy installation experiment, which had the explicit objective of moving beyond the written academic text while still remaining in the realm of academic knowledge communication, is autoethnographically analyzed. The experiment allowed reflection on the integrated and iterative nature of academic communication, on the hybrid academic–artistic identity, and on the diversification of publics. Both the theoretical discussion on the five approaches and the Mirror Palace of Democracy installation are part of a call for more experimentation with, and theorization of, multimodal and/or arts-based academic communication.

Keywords

academic communication, multimodal scholarship, arts-based research, installation art, democracy, representation, participation, contingency

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