Landcare and Landscapes and Accidental Beauty
Failing Digital Technologies and the Gaze of Child Researchers
Bibliographic Data
| ID | 12700261 |
|---|---|
| Authors | Alexandra Lasczik (0000-0001-7013-2090, Southern Cross University, Queensland, Australia, corresponding author), Amy Cutter‐mackenzie (0000-0002-2499-8552, Southern Cross University, Queensland, Australia), Maia Osborn (0000-0003-2762-5038, Southern Cross University, Queensland, Australia), Lisa Siegel (0000-0002-3294-9494, Southern Cross University, Queensland, Australia), Marianne Logan (0000-0002-2533-5611, Southern Cross University, Queensland, Australia) |
| Year | 2024 |
| Volume | 24 |
| Issue | 1 |
| Pages | 3-22 |
| Publication date | 2024-09-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Visual Communication (JOURNAL) |
| Journal identifiers | ISSN: 1470-3572 • E-ISSN: 1741-3214 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/14703572231209479 |
| OpenAlex | W4402545153 |
| Language | EN |
| References cited | 10 |
This visual essay curates an exhibition of photographic data from a project with children about Landcare, a not-for-profit organization dedicated to managing environmental issues in local communities across Australia. The project sought to empower children to engage with Landcare Reserves through participatory arts-based research to map their awareness of and participation in local Landcare Reserve sites. This visual essay recognizes the images as agentic entities, with the power to activate the gaze beyond the boundaries of this project as embedded yet transcendent from it whilst simultaneously acknowledging the ‘failing’ agency of the sensing body of the camera
Accidental · Aesthetics · Art · Beauty · Computer vision · Gaze · Sociology · Children's Rights and Participation · Computer Science · Innovative Human-Technology Interaction · Participatory Visual Research Methods
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The mis/uses of ‘voice’ in (post)qualitative research with children and young people
| Citation velocity | historical |
|---|---|
| Highly cited | No |