ETIQUETAS NUBE
about intertwining histories Africa Cluster ARAC Art Education cairo working group COLONIALISM CRITICAL LITERACY Geneva/Zurich glossary intertwining hi/stories johannesburg working group Kampala kampala working group Maseru maseru working group nyanza working group Paulo Freire un/chronological timeline Vienna workshop
Herramientas y actividades de aprendizaje
Noticias
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ARAC Working Groups Contribute to the Another Roadmap School’s Multivocal Glossary of Arts Education (February 2019)
Since 2016, a core initiative within the Another Roadmap School has been to continuously work on a multivocal glossary of Arts Education . Participating working groups have selected terms especially relevant for analysis in relation to arts education in their context and written a “glossary entry” about them. These entries are discussed in videoconferences with…
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People Who Think Together Dance Together: A Manifesto
In 2018, ARAC was invited by EDUCULT, an Austrian institute of cultural policy and cultural management, invited ARAC to submit a chapter for the book Cultural Policy and Arts Education: A first African-European Exchange (forthcoming). This publication was based on the proceedings of a two-day meeting EDUCULT organised at the Bundesakademie für kulturelle Bildung in…
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Another Roadmap Africa Cluster to impact art education on the continent: Q and A with Emma Wolukau-Wanambwa. (16 September 2015)
Following the inaugural meeting of the Another Roadmap Africa Cluster in Uganda in 2015, Emma Wolukau-Wanambwa, who organised the meeting, sat down for an interview with Dominic Muwanguzi for START Journal – Magazine for Contemporary Arts and Culture in East Africa. The interview is reproduced here with the kind permission of the START JOURNAL editorial…
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about this community
About the Africa Cluster (ARAC) August 28, 2020 3:00 , by Nora Landkammer 0 no comments yet • No one following this article yet. • 265 views The Africa Cluster of the Another Roadmap School (ARAC) is a group of scholars and practitioners of artistic and cultural education who work in both formal and informal…
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‘Margaret Trowell’s School of Art, or How to Keep the Children’s Work Really African’
Emma Wolukau-Wanambwa the Kampala Working Group had her essay, ‘Margaret Trowell’s School of Art, or How to Keep the Children’s Work Really African’ published in 2018 in the Palgrave Handbook on Race and the Arts in Education, which was edited by Amelia M. Kraehe, Stephen B. Carpenter II and Rubén Gaztambide Fernández of the Another…
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Kampala Working Group Research is Published in The Palgrave Handbook on Race and the Arts in Education
Emma Wolukau-Wanambwa of the Kampala Working Group had her essay, ‘Margaret Trowell’s School of Art, or How to Keep the Children’s Work Really African’ published in 2018 in The Palgrave Handbook on Race and the Arts in Education , which was edited by Amelia M. Kraehe, Stephen B. Carpenter II and Rubén Gaztambide Fernández of…
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Fulbright Specialist Recommends that Learning Units created by the Kampala Working Group are used as Templates for Art School Curricula (August 2019)
The US-based artist and art educator Sherry Erskine spent a semester in residence at the Nagenda International Academy of Art in Design (NIAAD), home of the Kampala Working Group. While she was at NIAAD, Sherry, who is a Fulbright Specialist in World Learning, both observed teaching and reviewed curricula. In the report that she submitted…
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Fulbright Specialist Recommends that Learning Units created by the Kampala Working Group are used as Templates for Art School Curricula (August 2019)
The US-based artist and art educator Sherry Erskine spent a semester in residence at the Nagenda International Academy of Art in Design (NIAAD), home of the Kampala Working Group. While she was at NIAAD, Sherry, who is a Fulbright Specialist in World Learning, both observed teaching and reviewed curricula. In the report that she submitted…
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UNIDAD DE APRENDIZAJE Desencuentros entre el método de alfabetización critica de Paulo Freire y las cosmovisiones andinas (versión castellano)
¿Cómo se reformuló o se adaptó el método de alfabetización crítica propuesto por Freire en tu contexto? de acuerdo con la diferencia cultural o lingüística local? ¿Cómo son, cómo han sido, o cómo podrían ser las prácticas educativas que no se basan en la oposición cultura-naturaleza? Grimaldo Rengifo fue miembro de una brigada de alfabetización…