Unsettling British Columbia: Canadian Aboriginal Historiography, 1992–2012

Neylan, Susan

doi:10.1111/hic3.12085

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…None of these art educators of the past saw the need to preserve the many facets of Native spirituality that are often intertwined in the creation of traditional art forms. Native American knowledge and history have long been transmitted from one generation to the next through ceremony, storytelling, and material arts (Neylan, 2003). Archuleta and Strickland (1991) attribute the failure of cultural genocide of Native people to the power of Native art.…”

Section: Comparing the Educational Aims Of Reel Dunn And Coltonmentioning

confidence: 99%

Borderless: Global Narratives in Art Education

Shin

Hutzel

2022

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All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, write to the publisher. This anthology crossed many borders in bringing together the research and voices of seven different countries, including five languages. It was no easy feat, and we (Ryan Shin and Karen Hutzel) are thankful to many who were a part of this journey. While we were co-editors of the Journal of Cultural Research in Art Education, the topic of Borderless: Global Narratives in Art Education became the theme of the third and final edition of the journal under our editorship. The idea to connect to countries across the world was Ryan's, and he reached out and engaged the editors of all the journals represented in this book and a few more that did not make it into this book. As this project took hold into a book, our vision was to capture the voices of the journals that also ran issues within this theme into one place in order to best represent and archive a global perspective on art education. In all of this time, we relied on the expertise of our editorial assistant, Elle Pierman, who started as a graduate student at Ohio State and editorial assistant to the journal and finished with us as editorial assistant and contributing editor to the book. Elle's organizational acumen, willingness to learn, incredible editing expertise, graphic design abilities, and general ability to really make it happen through difficulties might be the only reason this book has come to fruition! We can't thank her enough for her commitment to us, to this project, and to the field. Within the timeframe of all of this, she earned the title Elle Pierman, PhD, and we are thrilled to have her as a colleague. As well, we are so thankful to the editors of the contributing journals first for agreeing to produce a journal issue under this theme and second for then agreeing to work with us and their authors to republish journal articles selected as chapters in this book. Their contributions to this task were immense, requiring a lot of back and forth, further editing, coordination of authors, and in some cases, translation into English. Thank you to

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Section: Comparing the Educational Aims Of Reel Dunn And Coltonmentioning

confidence: 99%

Borderless: Global Narratives in Art Education

Shin

Hutzel

2022

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“…Native American knowledge and history have long been transmitted from one generation to the next through ceremony, storytelling, and material arts (Neylan, 2003). Archuleta and Strickland (1991) attribute the failure of cultural genocide of Native people to the power of Native art.…”

Section: Do Not Have Photographs Of the Going To Water Ceremony Or Re...mentioning

confidence: 99%

An Indigenous Reframing of Art Education Historical Research: Acknowledging Native American Spiritual Values

Eldridge

2018

Journal of Cultural Research in Art Education

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Including historical art education curricula for Native American students in art education history has potential for assisting decolonizing efforts and expanding art education historiography with new insights. The 1934 art education curriculum framework titled “Art for the Schools of the Southwest: An Outline for the Public and Indian Schools,” written by Mary-Russell Ferrell Colton, is an example of what the author calls salvage education, the underlying concept of which was to rescue Native American cultures. This is compared to efforts of early art educators Reel and Dunn to ‘save and improve’ Indian art through instruction to Native American students. These ideas are intertwined with the history of suppression of Native American religions. Colton’s curriculum has not been previously examined in the field of art education history. This article continues to decolonize art education historiography through Indigenous reframing, particularly in reference to Native American spirituality.

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Recent Publications Relating to Canada

Gettler¹

2014

Canadian Historical Review

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Unsettling British Columbia: Canadian Aboriginal Historiography, 1992–2012

Cited by 3 publications

References 23 publications

Borderless: Global Narratives in Art Education

Borderless: Global Narratives in Art Education

An Indigenous Reframing of Art Education Historical Research: Acknowledging Native American Spiritual Values

Recent Publications Relating to Canada

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