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Poučevanje medijske arheologije : od-učenje in ponovna predstava o zgodovinskem jazuEszter Polónyi, 2024, published scientific conference contribution abstract
Abstract: The media archaeologist has been called an experimenter (Fickers and van den Oever), a circuit-bender (G Hertz and Jussi Parikka), a “thinkerer” (Ted Nelson, Lori Emerson, Erkki Huhtamo). With reluctance, sometimes media archaeologists self-designate as a “media/historians.” Rarely does the media archaeologist refer to themselves as “students” of media. However, several texts have appeared recently that suggest that media archaeology as a field is inherently pedagogic, in the sense that it presumes experiential, speculative, and embodied forms of knowledge acquisition (Fickers and van den Oever; Patrick Ellis and Colin Williamson, Wanda Strauven). This paper follows on the call by recent media archaeologists like Andreas Fickers and Annie van den Oever for a sensorially-engaged encounter with media artifacts. It suggests that, through such methods of experiment and re-enactment, media archaeology might represent a kind of un-learning of toxic subject positions embedded in media technologies themselves. Making the historical self into the field’s most important, but repressed, medium, the paper argues that media archaeology might be indispensable to historical writing because it presents historians and students of history with an opportunity to radically reimagine the self (Michel Foucault, Peter Galison, Claudia Rankine). (ARIS J7-3158, Sustainable Digital Preservation of the Slovenian New Media Art)
Keywords: media archaeology, experimental pedagogy, critical theory
Published in RUNG: 09.10.2024; Views: 467; Downloads: 2
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