Toward an Anti-Racist and Anti-Colonial Post-Internet Curriculum in Digital Art Education

Smith, Timothy

doi:10.1007/978-3-030-73770-2_14

Cited by 6 publications

(3 citation statements)

References 18 publications

(10 reference statements)

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“…Utilising technologies to enable multiple means of representation, engagement, action & expression, the provision was designed to be as inclusive as possible from a Universal Design for Learning perspective (CAST, 2018). Moreover, Principles of Respectful Conversation set the tone of each workshop, to foster an inclusive, "comfortable and supportive space" that "ensures everyone has a shared' social contract' to refer and adhere to" to encourage a plurality of voices and contributions from each participant (Smith, 2021).…”

Section: Discussion: Reflections On the Autoethnography And The New P...mentioning

confidence: 99%

Co-creating The Learning and Teaching Journey with Postgraduate Research Students Who Teach

Dencer-Brown,

Carlson-Webster,

Piccio

et al. 2023

JPAAP

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Post-graduate research students (PGRs) often have teaching roles during their studies with little formal training or support (Lueddeke, 1997). Previous support at Edinburgh Napier University consisted of voluntary, unpaid on-campus Learning and Teaching (L&T) training over three days (pre-pandemic). During lock-down, this course transitioned online to a voluntary 3.5-hour workshop and a follow-up Moodle course. To have a student-centred approach (Pedersen & Liu, 2003; Hannafin & Hannafin, 2010) and understand the needs and wants of PGRs who teach, we aimed to co-create with students (Cook-Sather, Bovill & Felten, 2014) effective PGR support and evaluate its impact. Students were employed as partners (Matthews 2018; Dollinger et al. 2022) to assess support needs and explore options available for PGRs at 11 other UK Universities. Based on the assessment findings, a new programme was co-designed between the student-partners and L&T academics: three 1-hour online workshops and three corresponding peer-led discussion sessions. The student-partners also created a Microsoft Teams workspace for students to build community: sharing their own L&T experiences, practice, and engagement with relevant theories. These findings support our plans for upcoming mandatory and paid introductory teaching workshops, as a foundation for this longitudinal development of peer-relations and practice. This new structure and format has cultivated a community of practice constructed by students, for students (Wilson, Wilson & Witthaus, 2020). An autoethnographic approach has been taken with the student interns and lecturers as both researchers and participants (Wall, 2008; Méndez, 2013; Cooper & Lilyea, 2022), by means of writing a narrative based on self-reflection on the process. This will be analysed by thematic coding (Gibbs, 2008) to discuss the experiences, thematic ideas, emotive language, and feelings expressed by students interns and lecturers in this co-creation journey.

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Section: Discussion: Reflections On the Autoethnography And The New P...mentioning

confidence: 99%

Co-creating The Learning and Teaching Journey with Postgraduate Research Students Who Teach

Dencer-Brown,

Carlson-Webster,

Piccio

et al. 2023

JPAAP

View full text Add to dashboard Cite

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“…The authors in this thematic issue examine the global meaning of disability justice and anticolonialism in the arts, activism, and education and how contemporary art, art education, and research intersect disability and anti-colonialism. The authors resist an "additive approach" to the arts education curriculum and advocate for an intercultural curriculum for social change, which challenges how colonialism exists in the white/ Eurocentric system of knowledge production and research (Mignolo, 2000;Smith, 2021). They set out to validate the histories, narratives, and lived experiences of oppressed peoples that have been eviscerated from the art canon (Smith, 2021).…”

mentioning

confidence: 99%

“…The authors resist an "additive approach" to the arts education curriculum and advocate for an intercultural curriculum for social change, which challenges how colonialism exists in the white/ Eurocentric system of knowledge production and research (Mignolo, 2000;Smith, 2021). They set out to validate the histories, narratives, and lived experiences of oppressed peoples that have been eviscerated from the art canon (Smith, 2021).…”

mentioning

confidence: 99%

Disability Justice: Decentering Colonial Knowledge, Centering Decolonial Epistemologies

Allen

Penketh

Wexler

2022

RAE

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This thematic issue of Research in Arts and Education derives from the presentations and keynote addresses of the 3rd International Disability Studies, Arts & Education Conference (DSAE). In light of the ongoing global pandemic, the conference was held online for the ﬁrst time from October 7 to October 9, 2021. In preparation for the conference, we recognized how the pandemic had fore-fronted social justice in disability studies, art education, and society: the inequity of economic resources, the exploitation of the most vulnerable people, systemic racism, and the disproportionate effects of climate change on non-industrial countries. The intersection of racial, able-bodied, ethnic, sexual, cultural, gendered, environmental, and economic power disparities are interlocking oppressions that cannot be detached from colonial history. Decolonial work is foregrounded in the lived realities of marginalized people who diverge from neurotypical and dominant systems. Thus, these issues were threaded throughout the conference presentations.

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Art(s) Education Philosophy for the Late Modernity

Väkevä

2023

Landscapes: The Arts, Aesthetics, and Education

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Toward an Anti-Racist and Anti-Colonial Post-Internet Curriculum in Digital Art Education

Cited by 6 publications

References 18 publications

Co-creating The Learning and Teaching Journey with Postgraduate Research Students Who Teach

Co-creating The Learning and Teaching Journey with Postgraduate Research Students Who Teach

Disability Justice: Decentering Colonial Knowledge, Centering Decolonial Epistemologies

Art(s) Education Philosophy for the Late Modernity

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