öteki bahçe: Sanatta Ekoloji, Kapsayıcılık ve Görünür(mez)lik Üzerine Diyalog Temelli Bir Araştırma

Abstract

öteki bahçe, Berlin Sanat Üniversitesi’nin arka bahçesinde ekoloji, sanat ve pedagojiyi bir araya getiren uygulamalı bir araştırma projesi olarak tasarlanmıştır. Proje, akademik kurumlarda gözlenen dışlanma biçimlerine karşı alternatif bir öğrenme mekânı oluşturmayı amaçlamakta; bilgi üretiminin yalnızca metinsel değil, bedensel, mekânsal ve duyusal boyutlarda gerçekleştiği bütüncül bir yaklaşım önermektedir. Posthümanist, feminist ve ekopedagojik kuramlar doğrultusunda şekillenen çalışmada neofit bitkiler, göç, uyum ve çoktürlülük konularını tartışmaya açan bir araç olarak değerlendirilmiştir. Sanat temelli araştırmanın süreç odaklı yapısı ile kurumsal sınırlar içerisinde geliştirilen yaratıcı pratikler, kolektif öğrenme süreçlerinin oluşmasını sağlamıştır. Bu makale, öteki bahçe’nin teorik çerçevesini, uygulama süreçlerini ve ekolojik pedagojik katkılarını ayrıntılı biçimde ele almaktadır.

Keywords

• Çoğulluk
• Diyalog temelli pedagojiler
• Ekoloji
• Sanat temelli araştırma
• Posthümanizm

Supporting Institution

Bu araştırma için herhangi bir dış finansman alınmamıştır.

Ethical Statement

Bu çalışma insan veya hayvan katılımcıları içermemektedir. Tüm prosedürler bilimsel ve etik ilkelere uygun olarak gerçekleştirilmiş olup, atıfta bulunulan tüm çalışmalar uygun şekilde kaynak gösterilmiştir.

Thanks

Yazar herhangi bir kişi veya kuruma teşekkür etmek istememektedir.

the other garden: A Dialogical Research on Ecology, Inclusivity and (In)visibility in Art

Abstract

the other garden was conceived as a practice-based research project combining ecology, art, and pedagogy in an overlooked outdoor space at the Berlin University of the Arts. Responding to forms of exclusion often encountered in academic institutions, the project aims to create an alternative learning environment in which knowledge production occurs not only textually but also through embodied, spatial, and sensory modes. Informed by posthumanist, feminist, and ecopedagogical theories, the project employs neophyte plants as tools to explore themes of migration, adaptation, and multispecies coexistence. The process-based nature of artistic research, combined with creative tactics developed within institutional constraints, facilitated the emergence of collaborative and dialogical learning practices. This article examines the project’s theoretical background, practical development, and its contributions to ecological and relational pedagogy.

Keywords

• Artistic research
• Dialogical pedagogies
• Ecology
• Plurality
• Posthumanism

Ethical Statement

Declarations Conflict of Interest Statement: This study has no conflict of interest with any institution, organization, or individual. Copyright Statement: The author holds the copyright to the work published in the journal, and this work is published under the CC BY-NC 4.0 license. Supporting Institutions: This research was not supported by any external funding. Ethical Approval and Participant Consent: This article does not contain any studies with human or animal subjects. Scientific and ethical principles were followed throughout the preparation of this study, and the references used in the study are indicated in the reference list. Plagiarism Statement: This article was scanned with a plagiarism detection program. No plagiarism was detected. Data and Material Access: Data sharing is not applicable. Use of Artificial Intelligence Tools: The author did not use any Artificial Intelligence (AI) tools in the creation of this article.

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