Literaturnachweis - Detailanzeige
Autor/in | MacGill, Belinda |
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Titel | Decolonising Art and Design Education through Standpoint Theory, Embodied Learning and Deep Listening |
Quelle | In: International Journal of Art & Design Education, 42 (2023) 4, S.509-520 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (MacGill, Belinda) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
DOI | 10.1111/jade.12479 |
Schlagwörter | Art Education; Design; Decolonization; Creativity; Human Body; Listening; Theories |
Abstract | Understanding and advancing pluralist worldviews through education is a tenet of decolonisation. This paper explores the importance of a decolonial pedagogical framework in visual art and design education by disrupting epistemic injustice through employing creative body-based learning (CBL). This approach focuses on relationality and inter-subjectivity through embodied strategies that create encounters to explore pluralist worldviews. Finally, by employing the cognitive, affective and aesthetic domains within a learning design, the paper argues for a decolonising approach to visual art and design education that embodies deep listening, dialogic meaning making and standpoint theory. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |