Red Lake Breccia

Arts-Integration to Map a Fractured Relationship with Geoscientific Knowledge Production Networks

Authors

  • Sandra Johnstone Lakehead University

DOI:

https://doi.org/10.18432/ari29630

Keywords:

breccia, geoscience, geoscience education, geoethics, geoethics education, arts-integrated research, care

Abstract

Through this work I engaged the geological process of brecciation as a metaphor in an arts-integrated critical analysis of an event that changed the trajectory of my career and initiated the transformation of my relationship with geoscientific knowledge and professional practice. I integrated personal stories from my time as an exploration geologist in Red Lake, ON, and reflections on my current role as a post-secondary geoscience educator, to specifically situate myself within this inquiry. I used mixed-media acrylic painting to analyze information and experiences across sometimes dissonant paradigms. Though common in educational research, arts-integrated practices are still extremely rare for research focused on post-secondary technoscientific training. This work provides an opportunity to think differently. It is a first step toward making visible, and challenging, some of the hidden lessons and omissions in geoscience education that have insulated geoscientists from the effects of their knowledge production.

Author Biography

Sandra Johnstone, Lakehead University

Sandra Johnstone has a master’s degree in Earth Science and is currently a PhD student in Educational Studies at Lakehead University. She is a teaching faculty member in Earth Science at Vancouver Island University. Her research interests include the social worlds of geoscience education and using arts integration as a research method to study technoscientific training. Sandra’s artwork is strongly influenced by geological materials and processes.

Published

2022-03-26

How to Cite

Johnstone, S. (2022). Red Lake Breccia: Arts-Integration to Map a Fractured Relationship with Geoscientific Knowledge Production Networks. Art/Research International: A Transdisciplinary Journal, 7(1), 267–297. https://doi.org/10.18432/ari29630