Review of: Avant-Garde As Method: Vkhutemas and the Pedagogy of Space, 1920–1930, Anna Bokov (2020) Zurich: Park Books, 624 pp., ISBN 978-3-03860-134-0, h/bk, €58.00
{"title":"Avant-Garde As Method: Vkhutemas and the Pedagogy of Space, 1920–1930, Anna Bokov (2020)","authors":"R. Hudson-Miles","doi":"10.1386/eta_00087_5","DOIUrl":"https://doi.org/10.1386/eta_00087_5","url":null,"abstract":"Review of: Avant-Garde As Method: Vkhutemas and the Pedagogy of Space, 1920–1930, Anna Bokov (2020)\u0000Zurich: Park Books, 624 pp.,\u0000ISBN 978-3-03860-134-0, h/bk, €58.00","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"76 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87282431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Conflict claims for the cultural heritage of batik between Indonesia and Malaysia have created tensions between the people of these two countries. The Indonesian and Malaysian governments have never involved academics and arts education institutions in resolving such conflict claims, yet, these communities can play a significant role in post-conflict reconciliation efforts. This article describes a conflict reconciliation method initiated by academics, artists and art educators through a collaborative art project between art higher education institutions in Malaysia and Indonesia. Ways in which collaborations within and across the art and education communities may address the understanding and reconciliation of issues related to cultural heritage conflict are explored.
{"title":"Batik in Malaysia and Indonesia: A collaboration for reconciling issues of cultural heritage","authors":"A. Wahida, Muhammad Hendra Himawan","doi":"10.1386/eta_00084_1","DOIUrl":"https://doi.org/10.1386/eta_00084_1","url":null,"abstract":"Conflict claims for the cultural heritage of batik between Indonesia and Malaysia have created tensions between the people of these two countries. The Indonesian and Malaysian governments have never involved academics and arts education institutions in resolving such conflict claims, yet, these communities can play a significant role in post-conflict reconciliation efforts. This article describes a conflict reconciliation method initiated by academics, artists and art educators through a collaborative art project between art higher education institutions in Malaysia and Indonesia. Ways in which collaborations within and across the art and education communities may address the understanding and reconciliation of issues related to cultural heritage conflict are explored.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"21 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83273570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Two university art educators engaged in research to explore issues of race and representation through examining the histories of race-based mascots at their two Midwestern US universities. Collaborative inquiry allowed for reflective practice, dialogue and critical listening as part of extended conversations to examine the stereotyping of Indigenous1 culture and images with students and community members. Issues of race, representation, stereotyping and systemic racism were explored with university art education students, faculty and Myaamia citizens (Miami Tribe of Oklahoma) in a workshop setting. Conversations within the workshop aimed to extend understandings about the cultural and artistic traditions of the Miami Tribe and strengthen cross-institutional and community relationships. Post-workshop analysis of the collaborators’ correspondences was analysed to reveal three themes: relationships and voice, representation and acknowledgement. Reconciliation is discussed as ongoing and mutual effort involving a continuous process of critical reflection, listening and dialogue necessary for building relationships and to learn directly from Indigenous peoples.
{"title":"Race-based mascots: Reflecting on university–community conversations","authors":"Jennifer Bergmark, Stephanie H. Danker","doi":"10.1386/eta_00083_1","DOIUrl":"https://doi.org/10.1386/eta_00083_1","url":null,"abstract":"Two university art educators engaged in research to explore issues of race and representation through examining the histories of race-based mascots at their two Midwestern US universities. Collaborative inquiry allowed for reflective practice, dialogue and critical listening as part of extended conversations to examine the stereotyping of Indigenous1 culture and images with students and community members. Issues of race, representation, stereotyping and systemic racism were explored with university art education students, faculty and Myaamia citizens (Miami Tribe of Oklahoma) in a workshop setting. Conversations within the workshop aimed to extend understandings about the cultural and artistic traditions of the Miami Tribe and strengthen cross-institutional and community relationships. Post-workshop analysis of the collaborators’ correspondences was analysed to reveal three themes: relationships and voice, representation and acknowledgement. Reconciliation is discussed as ongoing and mutual effort involving a continuous process of critical reflection, listening and dialogue necessary for building relationships and to learn directly from Indigenous peoples.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"15 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78496904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A study in three secondary schools in Aotearoa New Zealand explored students’ critical thinking and how that was articulated in visual arts education. The research was motivated by the influence of everyday visual experiences on young people’s lives and the national curriculum’s call for encouraging critical thinking in the context of the students’ cultural milieu. This inquiry entailed multiple methods that included policy analysis, focus group interviews with teachers, interviews with students, classroom observations, photographic documentation and researcher engagement with the art of collage. A/r/tography allowed for the reconciliation of art, research and education and the exploration of liminal spaces through a relational inquiry. The collage process provided insights into how art making can be used as a relational device between researcher and participants that evoked findings in innovative ways. The findings are presented as entanglements of meanings aimed to provoke the imagination and open conversations.
{"title":"The many becoming the unresolved one: Reconciling the fields of art, research and education through a/r/tography and collage","authors":"Veronica Garcia‐Lazo","doi":"10.1386/eta_00085_1","DOIUrl":"https://doi.org/10.1386/eta_00085_1","url":null,"abstract":"\u0000A study in three secondary schools in Aotearoa New Zealand explored students’ critical thinking and how that was articulated in visual arts education. The research was motivated by the influence of everyday visual experiences on young people’s lives and the national curriculum’s call for encouraging critical thinking in the context of the students’ cultural milieu. This inquiry entailed multiple methods that included policy analysis, focus group interviews with teachers, interviews with students, classroom observations, photographic documentation and researcher engagement with the art of collage. A/r/tography allowed for the reconciliation of art, research and education and the exploration of liminal spaces through a relational inquiry. The collage process provided insights into how art making can be used as a relational device between researcher and participants that evoked findings in innovative ways. The findings are presented as entanglements of meanings aimed to provoke the imagination and open conversations.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76004012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reconciliation is a contested term often associated with postcolonial discourses, contending with global histories of injustice, racial discrimination and dispossession that affect diverse groups (slaves, indentures or Indigenous people). Reconciliation stories mainly encounter resistance when problematized by individual experiences. As a woman of Indo-Mauritian indenture descent, I explore my ancestral stories from gendered dimensions: hailed by hardships, discrimination and patriarchal norms from colonialization and its legacies. I discuss my perceived subalternity and disempowerment in defining my positioning and identity. From an arts-based inquiry, I use bricolage to combine art·I/f/act·ology, evocative auto-ethnography and emotional reflexivity in framing emotion-based writing. Intersectionality as a theoretical lens situates the influences of race, culture, ethnicity, caste, gender and identity processes within my narratives. The discussion emphasizes a voiced resistance and conflict with reconciliation. My visual narratives display and are rooted in the listening and co-ownership of ancestral stories as mine, wherein I find voice and agency.
{"title":"Walking the story of my Indo-Mauritian indentured ancestry: An arts-based inquiry into voiced resistance and conflict with reconciliation","authors":"Nish Belford","doi":"10.1386/eta_00080_1","DOIUrl":"https://doi.org/10.1386/eta_00080_1","url":null,"abstract":"Reconciliation is a contested term often associated with postcolonial discourses, contending with global histories of injustice, racial discrimination and dispossession that affect diverse groups (slaves, indentures or Indigenous people). Reconciliation stories mainly encounter resistance when problematized by individual experiences. As a woman of Indo-Mauritian indenture descent, I explore my ancestral stories from gendered dimensions: hailed by hardships, discrimination and patriarchal norms from colonialization and its legacies. I discuss my perceived subalternity and disempowerment in defining my positioning and identity. From an arts-based inquiry, I use bricolage to combine art·I/f/act·ology, evocative auto-ethnography and emotional reflexivity in framing emotion-based writing. Intersectionality as a theoretical lens situates the influences of race, culture, ethnicity, caste, gender and identity processes within my narratives. The discussion emphasizes a voiced resistance and conflict with reconciliation. My visual narratives display and are rooted in the listening and co-ownership of ancestral stories as mine, wherein I find voice and agency.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"10 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82232850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Review of: Education, Arts and Sustainability: Emerging Practice for a Changing World, Mary Ann Hunter, Arnold Aprill, Allen Hill and Sherridan Emery (eds) (2018)Singapore: Springer, 120 pp.,ISBN 978-9-81107-709-6, p/bk, $24.99
{"title":"Education, Arts and Sustainability: Emerging Practice for a Changing World, Mary Ann Hunter, Arnold Aprill, Allen Hill and Sherridan Emery (eds) (2018)","authors":"Kudrat-E-Khuda (Babu)","doi":"10.1386/eta_00078_5","DOIUrl":"https://doi.org/10.1386/eta_00078_5","url":null,"abstract":"Review of: Education, Arts and Sustainability: Emerging Practice for a Changing World, Mary Ann Hunter, Arnold Aprill, Allen Hill and Sherridan Emery (eds) (2018)Singapore: Springer, 120 pp.,ISBN 978-9-81107-709-6, p/bk, $24.99","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"60 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90138733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nadine M. Kalin, Mira Kallio-Tavin, Sheri R. Klein, Alexandra Lasczik
{"title":"Re-turning education through art","authors":"Nadine M. Kalin, Mira Kallio-Tavin, Sheri R. Klein, Alexandra Lasczik","doi":"10.1386/eta_00071_2","DOIUrl":"https://doi.org/10.1386/eta_00071_2","url":null,"abstract":"","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"24 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74752981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is hard to coherently narrate traumatic memories as they are intensely emotional and fragmented. I created this narrative inquiry in the hope of enacting care and performing mourning for the unexpected death of Seonjeong Yi Lebrun (1983‐2017). Seonjeong was a Korean-born art education researcher in Canada whose work exemplified how artistic approaches to narrative evoke empathy and connectivity. Her research spanned arts-based self-study to participatory action research about comfort women (Korean sex slaves for the Imperial Japanese Army during the Second World War). In performing mourning for Seonjeong through examining her research, I endeavour to have my research possibly initiate a new form of arts-based collective care for her, comfort women and those suffering from other forms of trauma.
很难连贯地叙述创伤记忆，因为它们是强烈的情感和碎片化的。我创造了这个叙事调查，希望对Seonjeong Yi Lebrun(1983 - 2017)的意外死亡进行关怀和哀悼。善贞是在韩国出生的加拿大艺术教育研究员，他的作品体现了艺术叙事方法如何引起共鸣和联系。她的研究涵盖了以艺术为基础的自学，以及关于慰安妇(第二次世界大战期间日军慰安妇)的参与行动研究。通过对善静的研究进行追悼，我希望我的研究能够为善静、慰安妇以及遭受其他形式创伤的人提供一种新的以艺术为基础的集体关怀。”
{"title":"Remembering Seonjeong Yi Lebrun: Mourning with narratives of care","authors":"Hyunji Kwon","doi":"10.1386/eta_00072_1","DOIUrl":"https://doi.org/10.1386/eta_00072_1","url":null,"abstract":"It is hard to coherently narrate traumatic memories as they are intensely emotional and fragmented. I created this narrative inquiry in the hope of enacting care and performing mourning for the unexpected death of Seonjeong Yi Lebrun (1983‐2017). Seonjeong was a Korean-born art\u0000 education researcher in Canada whose work exemplified how artistic approaches to narrative evoke empathy and connectivity. Her research spanned arts-based self-study to participatory action research about comfort women (Korean sex slaves for the Imperial Japanese Army during the Second World\u0000 War). In performing mourning for Seonjeong through examining her research, I endeavour to have my research possibly initiate a new form of arts-based collective care for her, comfort women and those suffering from other forms of trauma.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"49 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75618885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This visual essay depicts my personal experiences with the San peoples of South Africa. Almost twenty years ago, I learned of a personal loss while examining their ancient rock carvings and used the San people’s beliefs about the reconciliation of death and nature to heal. In 2019, I ran a workshop for young Khoe-Sans peoples, offering them a chance to connect and find harmony within themselves. They shared their personal stories and visual creations with each other, reviving the disappearing storytelling tradition. As Indigenous peoples have often been treated as objects without respect, following the ethical rules of research was part of reconciliation. My approach throughout the workshop was to embody connectedness and care; according to the feedback, our interaction succeeded despite our cultural differences.
{"title":"Reconciling with others, within oneself, and the circle(s) of time","authors":"S. Ulkuniemi","doi":"10.1386/eta_00073_3","DOIUrl":"https://doi.org/10.1386/eta_00073_3","url":null,"abstract":"This visual essay depicts my personal experiences with the San peoples of South Africa. Almost twenty years ago, I learned of a personal loss while examining their ancient rock carvings and used the San people’s beliefs about the reconciliation of death and nature to heal. In\u0000 2019, I ran a workshop for young Khoe-Sans peoples, offering them a chance to connect and find harmony within themselves. They shared their personal stories and visual creations with each other, reviving the disappearing storytelling tradition. As Indigenous peoples have often been treated\u0000 as objects without respect, following the ethical rules of research was part of reconciliation. My approach throughout the workshop was to embody connectedness and care; according to the feedback, our interaction succeeded despite our cultural differences.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83057019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"‘The cultural underpinnings of creativity’, Natascha Radclyffe-Thomas (2018)","authors":"Nicholas Houghton","doi":"10.1386/eta_00079_5","DOIUrl":"https://doi.org/10.1386/eta_00079_5","url":null,"abstract":"","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"30 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83124618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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