A Reflection on Dialogic Diving Boards and Decolonising School Art: The African Mask Project

Autor/inn/en	Grant, Will; Richards, Malcolm; Steward, Ros; Whelan, Jamie
Titel	A Reflection on Dialogic Diving Boards and Decolonising School Art: The African Mask Project
Quelle	In: International Journal of Art & Design Education, 42 (2023) 4, S.584-596 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grant, Will)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1111/jade.12476
Schlagwörter	Reflective Teaching; Teacher Education; Discourse Analysis; Decolonization; Art Education; African Culture; Art Products; Dialogs (Language); Electronic Mail; Cultural Influences; Praxis + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Diskursanalyse; Dekolonisation; Entkolonialisierung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Africa; Culture; Afrika; Kultur; Künstlerische Produktion; Dialog; Dialogs; Dialogue; Dialogues; Elektronischer Briefkasten; Cultural influence; Kultureinfluss
Abstract	In this paper, four colleagues working in teacher education reflect on a conversation. The conversation in question was a tangible discussion documented through frequent and purposeful email exchange, exploring traditionalist school art curricula through reference to lived experience, academic theory, and professional anecdote. The primary objective of this dialogic self-enquiry was informal critical analysis of the cultural diversity and positioning of art objects that populate classroom curricula in English schools, starting with the 'African mask'. The secondary objective of our conversation was exploration of how complex talk on culture and curriculum might be modelled for schoolteachers yet to initiate similar conversations in their own professional contexts. We each provide reflections on the success of our conversation against these objectives and find that while email exchange provided some formal advantages for the structure of our discourse, this was not as we might have expected. The dialogue facilitated a rhizomatic deepening of our individual questioning of culturality in the classroom, which while nourishing was arguably unproductive in instrumental terms. Collectively, our reflections suggest that dialogue may be a critical catalyst for the latter, inherently private work of decolonising one's own critical teaching praxis. (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