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Learning Units

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The Learning Units each present arts education histories with a different geographical and historical focus. They invite to engage with histories, to reflect on one’s own previously acquired knowledge and to re-activate historical experiences in current art and education practice. Seven topics provide orientation in the resources, allowing to follow a path connecting several learning units.

The methods proposed range from individual exercises to concepts for learning processes in groups over a whole semester. As the resources have been conceived for a wide range of different learning contexts internationally each learning unit contains guidance as to who are the specific addressees and the proposed context of use – appropriations and adaptions for other contexts are welcome!


PATHS

→ “The artist” - “the child” - “the native” → Letterwriting
→ Archival Activism → Reflexive Pedagogies/Critical Literacies
→ Critical Pedagogy and its critiques → Missionary dimensions in Arts Education
→ Working with images  

 

Dear interested readers and educators

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By Nana Adusei-Poku



Discrepancies between Paulo Freire’s Method of Critical Literacy and Andean World-Views

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WORKING GROUPS: QUITO, CUERNAVACA
AUTHOR: ALEJANDRO CEVALLOS



Changing Places

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WORKING GROUP: MANILA
AUTHORS: EILEEN LEGASPI-RAMIREZ, MARY ANN JOSETTE PERNIA, IRIS ANGELA FERRER, BON HENRYK CORACHEA



Eperiments in Injecting Critical Readings of the History of Arts and Design Education into an Introductory Course in Publication Design

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WORKING GROUP: KAMPALA
AUTHORS: KITTO DERRICK WINTERGREEN AND EMMA WOLUKAU-WANAMBWA



Deconstructing the Wild - Child

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WORKING GROUP:VIENNA
AUTHORS: KARIN SCHNEIDER, ANDREA HUBIN, CARLA BOBADILLA



How to Work with Archives that are "Not There"? Engaging Medu Art Ensemble in the Now

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WORKING GROUP: JOHANNESBURG
AUTHORS: PULENG PLESSIE AND RANGOATO HLASANE



Reconstructing the Route - Importation of German Art Educational Ideas

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WORKING GROUP: HONG KONG
AUTHORS: CHENG YUK LIN



Pedagogy and Criticism of Capitalism in West Berlin from 1969

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WORKING GROUP: BERLIN
AUTHORS: CLAUDIA HUMMEL



Activating Archives Through Radical Methods

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WORKING GROUP: LONDON
AUTHORS: JANNA GRAHAM, EVAN IFEKOYA, RAISA KABIR, RUDY LOEWE AND RAJU RAGE



Decolonising Literacy with Critical Pedagogy

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WORKING GROUP: MASERU
AUTHORS: BA RE E NE RE LITERARY ARTS: LINEO SEGOETE, ZACHARY ROSEN



Reengaging Freire: Paulo and Elza in Geneva

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WORKING GROUP: GENEVA/ZURICH
AUTHORS: MICROSILLONS - MARIANNE GUARINO-HUET, OLIVIER DESVOIGNES



Reengaging Freire: Decoding and Re-coding Freire’s “Generative Images” and Critical Arts Education

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WORKING GROUP: GENEVA/ZURICH
AUTHORS: NORA LANDKAMMER



Reflection of Practices through Dialogue with Images and Written Conversations - Activation of Archives of Popular Education

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WORKING GROUP: BOGOTÁ
AUTHORS: MOISÉS LONDOÑO, NICOLÁS NAVAS, MÓNICA ROMERO, LYZ TORRES, JOHN VÁSQUEZ, MIGUEL VEGA, MARCELA GARZÓN



Path: “The artist” - “the child” - “the native”

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This path is based on research into the discursive co-constitution of the triad of “the artist” – “the child” – “the native” and its historical connections to colonialism and mechanisms of exclusion.



Path: Archival Activism

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We have to know where these ideas came from, who invented them, where and why. We have to find out how and why they circulated, how they became influential and whose interests they ultimately serve(d).  And the case of the non-hegemonic concepts of art education, we have to understand where, how and why they have been suppressed and/or marginalised.