Materializing Transversal Potential: An Ecosophical Analysis of the Dissensual Aestheticization of a Decommissioned Missile Base

  • Cala Coats Stephen F. Austin State University

Abstract

In this article, the researcher maps the collective aesthetic practices of a community of makers who have transformed a decommissioned missile base into a residence and community space. The site of the missile base is framed as an assemblage of physical and temporal universes mixed and layered, where its previous uses and occupation have formed a subjective residue that expresses itself physically via objects and architecture and mentally through a kind of collective memory inscribed in the site.

Félix Guattari’s (1992/1995) ecosophical approach to analysis is used to consider how subjectivity is produced through collective aesthetic practices, focusing on the potential of bringing communities together through anti-capitalist exchanges of time and skill. The concepts of transversality and dissensus are introduced to identify ways that art educators might work together across prescribed social groups and spaces to question habituated ways of thinking and acting, considering the revolutionary potential of art education to contribute to “a new art of living in society” (Guattari, 1992/1995, p. 21).

References

Ballengee Morris, C. (2000). A sense of place: The Allegheny Echoes Project. In P. E. Bolin, D. Blandy, & K. G. Congdon (Eds.), Remembering others: Making invisible histories of art education visible (pp. 176-187). Reston, VA: National Art Education Association.

Ballengee-Morris, C., & Stuhr, P. (2001). Multicultural art and visual culture education in a changing world. Art Education, 54(4), 6-13.

Bell, L. A., & Desai, D. (2011). Imagining otherwise: Connecting the arts and social justice to envision and act for change: Special issue introduction. Equity & Excellence in Education, 44(3), 287-295.

Blandy, D. & Hoffman, E. (1991). Resources for research and teaching about textiles as a domestic art education. Art Education, 44(1), 60-71.

Bender, D. E. (2004). The Nike Missile System: A concise historical overview. Retrieved from: http://alpha.fdu.edu/~bender/N-view.html

Braidotti, R. (2011). Nomadic theory: The portable Rosi Braidotti. New York, NY: Columbia University Press.

Callejo Perez, D., Fain, S. M., & Slater, J. J. (2004). Pedagogy of place: Seeing spaces as cultural education. New York, NY: Peter Lang.

Coats, C. (2014). Thinking through the photographic encounter: Engaging with the camera as nomadic weapon. International Journal of Education & the Arts, 15(9), 1-23.

Congdon, K. G. (2006). Folkvine.org: Arts-based research on the web. Studies in Art Education, 48(1), 36-51.

Darts, D. (2004). Visual culture jam: Art, pedagogy, and creative resistance. Studies in Art Education, 45(4), 313-327.

Darts, D. (2006). Art education for a change: Contemporary issues and visual arts. Art Education, 59(5), 6-12.

Darts, D. (2008). Commentary: Art and pedagogy in the age of neo-liberal globalization. Journal of Cultural Research in Art Education, 26, 80-85.

Deleuze, G. (1990). Negotiations: 1972-1990. New York, NY: Columbia.

Deleuze, G., & Guattari, F. (1983). Anti-Oedipus: Capitalism and schizophrenia. Minneapolis: University of Minnesota Press. (Original work published in 1972)

Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. Minneapolis: University of Minnesota Press.

Dewhurst, M. (2011). Where is the action? Three lenses to analyze social justice art education. Equity & Excellence in Education, 44(3), 364-378.

Duncum, P. (2010). 7 principles for visual culture education. Art Education, 63(1), 6-10.

Duncum, P. (2011). Engaging public space: Art education pedagogies for social justice. Equity & Excellence in Education, 44(3), 348-363.

Elliott, P. (2012). Guattari reframed. London, England: I. B. Taurus.

Ellsworth, E. (2005). Places of learning: Media, architecture, pedagogy. New York, NY: Routledge/Falmer.

Flückiger, U. P. (2007). Donald Judd: Architecture in Marfa. Boston, MA: Birkhauser.

Garoian, C. R. (1998). Art education and the aesthetics of land use in the age of ecology. Studies in Art Education, 39(3), 244-261.

Genosko, G. (2009). Félix Guattari: A critical introduction. London, England: Pluto Press.

Graham, M. A. (2007). Art, ecology, and art education: Locating art education in a critical place-based pedagogy. Studies in Art Education, 48(4), 375-391.

Gruenewald, D. A., & Smith, G. A. (Eds.). (2008). Place-based education in the global age: Local diversity. New York, NY: Taylor & Francis.

Guattari, F. (1995). Chaosmosis: An ethico-aesthetic paradigm (P. Bains & J. Pefanis, Trans.). Bloomington: Indiana University Press. (Original work published in 1992)

Guattari, F. (2000). The three ecologies (I. Pindar & P. Sutton, Trans.). London, England: Athlone Press. (Original work published in 1989)

Guattari, F. (2009). Chaosophy: Texts and interviews, 1972-1977. Los Angeles, CA: Semiotexte.

Gude, O. (2004). Psycho-aesthetic geography in art education. Journal of Cultural Research in Art Education, 22, 5-18.

Hardt, M., & Negri, A. (2004). Multitude: War and democracy in the age of empire. New York, NY: Penguin.

jagodzinski, j. (1987). Toward an ecological aesthetic: Notes on a “Green” frame of mind. In D. Blandy, & K. Congdon (Eds.) Art in a democracy (pp. 138-164). New York, NY: Teachers College Press.

jagodzinski, j. (2007). The e(thi)co-political aesthetics of designer water: The need for a strategic visual pedagogy. Studies in Art Education, 48(4), 341-359.

McCrary, L. (1991). Missile sites now playing fields: Outdated Nike bases have a 2d peaceful life. Retrieved from http://articles.philly.com/1991-08-18/news/25804926_1_underground-missile-silos-nike-sites-nike-bases

Powell, K. A. (2008). Remapping the city: Palimpsest, place, and identity in art education research. Studies in Art Education, 50(1), 6-21.

Powell, K. (2010). Viewing places: Students as visual ethnographers. Art Education, 63(6), 44-53.

Quinn, T. (2006). Out of cite, out of mind: Social justice and art education. The Journal of Social Theory in Art Education, 26, 282-301.

Sandlin, J. A. (2007). Popular culture, cultural resistance, and anticonsumption activism: An exploration of culture jamming as critical adult education. New Directions for Adult and Continuing Education, 115, 73-82.

Sandlin, J. A., & Milam, J. L. (2008). “Mixing pop (culture) and politics”: Cultural resistance, culture jamming, and anti-consumption activism as critical public pedagogy. Curriculum Inquiry, 38(3), 323-350.

St. Pierre, E. A. (1997). Nomadic inquiry in the smooth spaces of the field: A preface. International Journal of Qualitative Studies in Education, 10(3), 365-383.

Tinnell, J. (2011). Transversalizing the ecological turn: Four components of Félix Guattari’s ecosophical perspective. The Fibreculture Journal, 18. Retrieved from: http://eighteen.fibreculturejournal.org/2011/10/09/fcj-121-transversalising-the-ecological-turn-four-components-of-felix-guattari%E2%80%99s-ecosophical-perspective/

Wallin J. (2007). Between public and private: Negotiating the location of art education. International Journal of Education & the Arts, 8(3), 1-15.

Wallin, J. (2012). Get out from behind the lectern: Counter-cartographies of the transversal institution. In D. Masny (Ed.), Cartographies of becoming in education: A Deleuze-Guattari perspective (pp. 35-52). Rotterdam, The Netherlands: Sense.

Published
2015-08-10
Section
Articles