Literaturnachweis - Detailanzeige
| Autor/in | MacGill, Belinda |
|---|---|
| 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 |
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