Becoming A/r/tographers whilst contesting rationalist discourses of work

Extending critical perspectives which have problematized "work," in this essay we contest rationalist values of "work" through a/r/tography, noting that a/r/tography is particularly suited to troubling the artificial divisions and correlative productivities between art and research, teacher and student, teacher and researcher, and so forth. We explore the notions of transmediation and pedagogical recognition to suggest that if our educative systems, processes, and imaginations could more generatively attend to students as creative beings, and if students could be invited to a fuller activity in the world across multiple domains, then an increasing social tendency to accept economic values as trumping all others might be redressed. We argue that how adults value young people in the progress and process of their making art, making knowledge, and making a life, comes to affect the ontology and epistemology of work in all its social manifestations.