Decolonising Art and Design Education through Standpoint Theory, Embodied Learning and Deep Listening

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. 509-520Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (MacGill, Belinda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1111/jade.12479
Schlagwörter	Forschungsbericht; Art Education; Design; Decolonization; Creativity; Human Body; Listening; Theories + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Dekolonisation; Entkolonialisierung; Kreativität; Menschlicher Körper; Hörvorgang; Zuhören; Theory; Theorie
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
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01