Handbook of Research on the Relationship Between Autobiographical Memory and Photography

Over the past year colleagues from LCC and UAL's Experimental Pedagogies Research Group (EPRG), Dr Nela Milic (EPRG), Dr Paul Lowe, Dr Mark Ingham (EPRG), along with two UAL PhD alumni, Dr Vasileios Kantas and Dr Sara Andersdotter (EPRG) have editied the Handbook of Research on the Relationship Between Autobiographical Memory and Photography. This key volume of research has 27 chapters by leading practitioners in the fields of memory, photography, and autobiography. It includes chapters from Dr Jennifer Good and Sophy Rickett from LCC, with contributions from two LCC doctoral students, Elin Karlsson (EPRG and Mireia Ludevid Llop (EPRG). Other UAL colleagues who successfully submitted chapters were Natalie Payne from LCF and Tim Stephens (EPRG) from the Exchange. Description: Autobiographical memory and photography have been inextricably linked since the first photographs appeared during the 19th century. These links have often been described from each other's discipline in ways that often have led to misunderstandings about the complex relationships between them. The Handbook of Research on the Relationship Between Autobiographical Memory and Photography covers many aspects of the multiple relationships between autobiographical memory and photography such as the idea that memory and photography can be seen as forms of mental time travel and the effect photography has on autobiographical memory. Covering key topics such as identity, trauma, and remembrance, this major reference work is ideal for industry professionals, sociologists, psychologists, artists, researchers, scholars, academicians, practitioners, educators, and students

How Does a Collective Body Arrive, Move, and Learn? Becoming through Practice-Based Research as a Stringing-(Em)bodying Process

This practice-based paper explores the methods of answering the question: what is our collective body? This article offers a case study of collaborative research and seeks to enact a collective body as a means of transgressing and occupying individuated neoliberal spaces of higher education. Understanding the processes through which knowledge is collectively built highlights the in-becoming nature of practice-based research and the enabling forces of this inquiry. The methods enacted access a particular rendering of how we understand ourselves as a collective; we answer the question through doing together. The ways we encounter the collective enable understanding around the shifting boundaries of the individual–collective connection, made palpable by a string. Through playful forms of dissent, such as embodied, remembered, and writing encounters, enable connections with others and inspire a refocusing of our individual practices