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

Öz

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.

Anahtar Kelimeler

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

Destekleyen Kurum

Bu araştırma için herhangi bir dış finansman alınmamıştır.

Etik Beyan

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.

Teşekkür

Yazar herhangi bir kişi veya kuruma teşekkür etmek istememektedir.

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

Öz

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.

Anahtar Kelimeler

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

Etik Beyan

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.

Kaynakça

1. Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Duke University Press.
2. Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.
3. Barrett, E., & Bolt, B. (Ed.). (2012). Practice as research: Approaches to creative arts enquiry. I.B. Tauris.
4. Borgdorff, H. (2012). The conflict of the faculties: Perspectives on artistic research and academia. Leiden University Press.
5. Braidotti, R. (2013). The posthuman. Polity Press.
6. Certeau, M. de. (1984). The practice of everyday life. University of California Press.
7. Dewey, J. (1938). Experience and education. Collier Books.
8. Freire, P. (1970). Pedagogy of the oppressed. Continuum.

9. Haraway, D. J. (2016). Staying with the trouble: Making kin in the Chthulucene. Duke University Press.
10. Haseman, B. (2006). A manifesto for performative research. Media International Australia, 118(1), 98–106. https://doi.org/10.1177/1329878X0611800113
11. Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
12. Kester, G. H. (2011). The one and the many: Contemporary collaborative art in a global context. Duke University Press.
13. Kimmerer, R. W. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge and the teachings of plants. Milkweed Editions.
14. Latour, B. (2004). Why has critique run out of steam? From matters of fact to matters of concern. Critical Inquiry, 30(2), 225–248. https://doi.org/10.1086/421123
15. Lefebvre, H. (1991). The production of space (D. Nicholson-Smith, Çev.). Blackwell.
16. Manning, E., & Massumi, B. (2014). Thought in the act: Passages in the ecology of experience. University of Minnesota Press.
17. Massey, D. (2005). For space. Sage.
18. Morton, T. (2010). The ecological thought. Harvard University Press.
19. Sullivan, G. (2005). Art practice as research: Inquiry in the visual arts. Sage Publications.
20. Tsing, A. L. (2015). The mushroom at the end of the world: On the possibility of life in capitalist ruins. Princeton University Press.
21. Tronto, J. C. (1993). Moral boundaries: A political argument for an ethic of care. Routledge.