This thesis challenges dualistic and damaging practices that are embedded in the Western body/mind split, by responding to numerous feminists who have called for women to write from and with their bodies.

The purpose of this research is to integrate art, text, language, and the body.

The autoethnographic and a/r/tographic research process took me through a phenomenological journey of exposing my pedagogy as a professional artist. A/r/tographically questioning my ethics and aesthetics, brought my largely unarticulated identity as an artist-educator to the foreground, by breaking open and revealing the gaps/resistances in my own philosophy of learning.

I bring forward the practice of a/r/tography as ritual, along with the concept of anti-pedagogy (teaching from a place of not knowing or non-mastery), as paradoxical transformative educational practices of resistance and resistance-breaking. This thesis documents my journey as a spiritual feminist artist, committed to transformative and community-based educational processes, to the expanded identity of an a/r/tographer.