Exploring the Relational Complexities of "Learning ART Together": A Museum Based Art Program for Migrant Women

Autor/inn/en	Sanders-Bustle, Lynn; Meyer, Jaymie; Standafer Busch, Liz
Titel	Exploring the Relational Complexities of "Learning ART Together": A Museum Based Art Program for Migrant Women
Quelle	In: International Journal of Education & the Arts, 18 (2017) 10, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8094
Schlagwörter	Museums; Art Education; Immigrants; Females; Program Descriptions; Transformative Learning; Interpersonal Relationship; Teaching Methods; Equal Education; Dialogs (Language); Theories; North Carolina + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Immigrant; Immigrantin; Immigranten; Weibliches Geschlecht; Pädagogische Transformation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Theory; Theorie
Abstract	In this article, researchers discuss how relational theory (Bourriaud, 2002) can be used to understand the experiences of five migrant women participating in a museum art program called "Learning ART Together." We posit that museums and art centers, like many institutions, are constantly working in tension with rigid institutional structures, financial demands, and formalized curricula as they strive to provide programming for migrants. Such structures challenge possibilities for relationship building and transformative practices. Findings reveal that by using a relational lens, we are better able to understand how dialogue creates alternative social exchanges which honor and challenge "everydayness" and shape new ways of being in the world. Our research revealed that relational theory offers insights into the ways participants create alternative sites of sociability suggesting implications for pedagogy that aims to create equitable and just experiences. (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01