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The University of Manitoba campuses are located on original lands of Anishinaabeg, Cree, Oji-Cree, Dakota, and Dene peoples, and on the homeland of the Métis Nation. More
This resource discusses “thing power” the idea that objects, animals and all non-human entities have individual force and place in connection to their surrounding environment beyond human subjection and consumption. This resource challenges us to reflect on kinship between all things and blurring the distinction human and non-human, abstract and material. This philosophy changes how humans are thought as placed at the ontological center and how we can reconstruct how we think of ecology and systems within the Anthropocene.
This resource discusses the pedagogical practices at a public school in Maple Ridge, British Colombia with focus on place-based, ecological and imaginative learning. The methodology of the research is based on the assumption that the natural world is able to speak, suggesting that we be co-teachers with nature in a more-than-human world. By doing so, we connect to the active listening of other spiritual, sacred and Indigenous pre-linguistic states of knowing. This shifts the understanding of nature to be the ‘other’ and can thereby be utilized at the expense of human interests, instead encouraging an approach with our biospheres that stem from deep empathy, interconnectivity and responsibility. This resource also shares various modalities and ways of understanding expressed through the lived experiences of the elementary students. This resource is useful for teachers to expand and welcome diverse student orientations that are ecologically relational beyond traditional classroom structures.
Using the idea of constant change in Chinese philosophy and harmony between humanity and nature (and the greater context of the Anthropocene), this resource uses this to inform how we might look at catastrophe as a motivator for creative change. Although the resource focuses on curriculum in Asia, the ideas presented in this article offer perspective on how to use art and design education to confront the impacts of the pandemic in the classroom. They suggest using “disaster risk education” to discuss and expose students to the nature of catastrophes and building resilience in a social and ecologic context.
Analyzing the concept of ‘Tien-rén-hé-yi’ (天人合一) the harmony between humanity and nature, this article discusses the many interpretations of this concept in Chinese ecology philosophy and the relationship between humans and nature. One of the ideas discussed in this article is the philosophy of ‘chì’ and looking to the cycle of seasons as a system for human life processes, suggesting that we live in tandem with nature. This concept operates from an anthropocentric position as it centralizes human interest but with an emphasis on balance and restoration. Calling for a cultural reset to embody a deep respect for nature, how they define the relationship between the heavenly and the human. They also use the term ‘Eco-pedagogy’, envisioning a cross between Chinese educational philosophy and western ecological pedagogy to bridge both wisdoms.
Keywords: eco-pedagogy, Chinese philosophy, relationality
In this article, Bloom highlights the socio-political impact of art objects and community projects and their generative potential. Using Judy Baca’s “The Great Wall of Los Angeles” project as an example of art that is resistant to traditional notions of representation in museums, and instead making art that authentically represents and is meaningful to local communities. Bloom’s writing here is impassioned and motivational. In the duration of Covid-19, this resource motivates readers to resist and challenge traditional notions of art and representation in exchange for art that highlights the agency of its members.
Keywords: public art, art and design education, BIPOC resilience
Challenging the concept of a generic, nonspecific public art, artists Judy Baca and Andrew Leicester have emphasized instead the necessity for diverse, even provocative, cultural expression in the realm of public art. This resource discusses the history of public art in raising community consciousness. Judy Baca’s “The Great Wall of Los Angeles” and “Cincinnati Gateway” are discussed here in detail, showing her research-creation process through collaboration with a marginalized community of students, and the transformative power of public art. Judy Baca’s work as public art artist and collaboration with students empowers individual and community identity.
Keywords: public art, BIPOC resistance, community education, art and design education
This resource critically examines the need for anti-racism and Critical Race Theory in educational policy in the UK. This resource deconstructs blanket statement anti-racist intent, calling instead for focus on deep critical questioning of dominant colonial systems and institutional racism at the root. Gillborn suggests using the CRT movement as a framework for conducting anti-racist research. This resource provides a conceptual toolbox of strategies and insights including storytelling and counter-storytelling, interest convergence to address whiteness and privilege. CRT and the questioning of structures in education is relevant to being critical of the changes encountered in remote teaching/learning and to continue deconstructing patterns of oppression in online education.
Keywords: Critical Race Theory, anti-racist research
This article shares points and questions to facilitate dialogue about race and racism in school communities. In a research project, Critical Community Conversations (CCC) Bettina L. Love and Gholnecsar E. Muhammad share their challenges and outcomes when facilitating these difficult conversations within ongoing community gatherings with community members, parents and educators. They discuss the documentary 13th which shows the details of mass incarceration within the US prison industry and how institutions are fueled by racism. The aim for CCC is to build and strengthen community connection through listening, reflection and dialogue and to put social equity and justice into action together. This is a useful resource in learning and listening to the voices of Black community members and conversation about the effects of racism that exist in traditional classroom settings.
This resource is a great introduction to Bettina L. Love’s idea of “Abolitionist Teaching” a call for radical change —to abolish current education models and instead starting over, building a new system built on love, joy, healing and intersectional social justice. This resource summarizes ideas and contributions from other educators about the possibilities that came come from this re-structuring. This resource is particularly relevant to the global pandemic, as the world that we knew comes to a halt. What will emerge on the other side is the potential for new beginnings and to abolish racist structures in education for brighter futures.
This resource uses the framework of “trauma narratives” as autobiographical or fictional accounts of traumatic life events that students bear witness to trauma to disrupt normative, privileged narratives in teacher education. Jones shares how the students in her class would read, discuss and creatively respond to literature about trauma narratives. By reading these stories, students situate themselves in these narratives and are able to empathize with experiences such as marginalization and despair and are emotionally prepared to address trauma in classrooms as future educators. An emotional engagement with trauma narratives would lead to possibility to a “crisis of truth” bringing one outside their lens to critically examine what is considered normal and privileged positions within classroom narratives. This is a useful resource to reflect on what defines our individual and collective habitus of a new normal in the time of Covid and its inequities and how incorporating trauma narratives can be empowering and informative in these uncertain times.
In this visual essay, NAEA Women’s Caucus members and educators gather to brainstorm ways to counteract violence in classrooms and share their visual responses through collages. The guiding question was: “What are my personal responsibilities and our collective responsibilities to end violence?” Through the visual responses made in groups they discuss how art education can be used to help students to process trauma and violence. One of teachers Lisa discusses what she calls “transformational art pedagogy”, a strength-based approach based on identification, self-reflection and understanding one’s own transformations to empower students. They also share strategies to address violence in the classroom and a collective poem for a call to action. Keywords: Trauma informed pedagogy, art education, creative responses
This resource shares the idea of “wounder healer pedagogy”, an approach that focuses on the layers of trauma and crisis narratives involving all participants in the classroom (students, teachers and authors) as healers. Spears calls for a focus on healing discourse and processes by reading literature on trauma in the classroom and the potential for healing that the classroom community can activate by recognizing the author as someone beyond the trauma, supporting the reinvention of the individual’s purpose. Shared stories become sources of healing from the authors’ stories, the student readers and classroom discussions. This resource will be useful in using healing as framework when navigating crisis narratives about Covid that they may arise in discussion or in class content. This resource for educators also discusses how to support students through course content and assignments when faced with the complexities of trauma.
This Globe and Mail article dates back to 1918 Spanish Influenza, outlining the officiated safety protocols used at the time. This case study gives insight to the public health regulations we are currently seeing now during Covid19. Additionally, the difference in 19th century health practices considered nature as a way to ease anxiety and as a measure of prevention. These protocols inform how our cultural and ecologic environment has changed in the Anthropogenic age and new anxieties we are now faced with around technology and surveillance.
Keywords: Pandemic history, crisis strategies
Open Online resources (materials for art and design education use)
An online exhibition created in isolation and online collaboration by three artists and researchers on Covid anxiety, location, loss and refuge. The collaborative video combines digital image, performative action and composed work on cello.
Shepard Fairey, street artist known for his “Obey Giant” murals and Obama’s 2008 “Hope” poster critiques Covid public health and safety posters commissioned from artists and designers around the world.
This article highlights the work and history of Toronto based art group General Idea founded by AA Bronson, Felix Partz, and Jorge Zontal, and their conceptual projects that addressed key social issues, including celebrity, media communication consumption and the AIDS crisis.
An interview with For the People Artists Collective (FTP) founder Monica Trinidad, a radical squad of black artists and artists of color in Chicago that believe organizing, social justice, and movements are in itself art forms.
Covid 19 campaign, called Warrior Up, created by IllumiNative features Indigenous actors, artists, political leaders and allies to deliver a positive message to ‘Stay At Home Together’ and ‘Decolonize Corona’.
Created during the summer of COVID-19 lockdown, The Essentialists: material proofs in extraordinary times is an online exhibition querying materials, memory and values that shape and define our human-nature relationship. Working across various media — from foraged leaves to digital video — students create new visions of life, loss and survival in the Anthropocene.
In an essay written by 21 contributors spanning 7 countries, this article challenges how Higher education institutions (HEIs) shift to online platforms raise existing concerns around restriction and equity.
A reflection about the challenges of the switch to online teaching. He calls to focus the strategy for teachers to broaden their presence and suggests ways to increase moments of online contact for student engagement and fulfillment in their university courses.