Co-Constructing Co-Constructing a Liberated/Decolonised Arts Curriculum

Autor/inn/en	Crilly, Jess; Panesar, Lucy; Suka-Bill, Zey
Titel	Co-Constructing Co-Constructing a Liberated/Decolonised Arts Curriculum
Quelle	In: Journal of University Teaching and Learning Practice, 17 (2020) 2, Artikel 9 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Foreign Countries; Reading Lists; Reading Material Selection; Teacher Student Relationship; College Students; College Faculty; Cooperative Planning; Librarians; Student Diversity; Critical Theory; Race; Cultural Influences; Racial Factors; Foreign Policy; Racial Bias; College Environment; Academic Libraries; Library Role; Art Education; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Fakultät; Librarian; Bibliothekar; Bibliothekarin; Kritische Theorie; Rasse; Abstammung; Cultural influence; Kultureinfluss; Außenpolitik; Racial discrimination; Rassismus; Hochschulumwelt; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Arts; Education; Art in Education; Kunst; Bildung; Erziehung
Abstract	This article presents a case study of liberating reading lists through a staff-student collaboration in a UK arts university. It characterizes reading lists as a familiar but under researched feature of academic life and discusses their practical and symbolic role in maintaining Western/Eurocentric/White disciplinary canons, and how they inform what it means to be 'well read' in a discipline. The collaborative project, which was initiated as Liberate the Curriculum work, brought together students, academic staff and librarians to audit and review reading lists, and reimagine them to represent multiple narratives, reflecting the diverse and international student population of the university. The article explores the challenges of auditing reading lists and identifying more diverse resources, and the complex relationships between identity and knowledge production. The authors use Critical Race Theory to comment on the relationship between race, colonialism and the arts, and how racism is reproduced within the academic environment. The project methodology is described, with an evaluation of the project as a student staff collaboration, and the learning and impact within the institution. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01