1st Edition
The Routledge Companion to Decolonizing Art, Craft, and Visual Culture Education
This companion demonstrates how art, craft, and visual culture education activate social imagination and action that is equity- and justice-driven. Specifically, this book provides arts-engaged, intersectional understandings of decolonization in the contemporary art world that cross disciplinary lines.
Visual and traditional essays in this book combine current scholarship with pragmatic strategies and insights grounded in the reality of socio-cultural, political, and economic communities across the globe. Across three sections (creative shorts, enacted encounters, and ruminative research), a diverse group of authors address themes of histories, space and land, mind and body, and the digital realm. Chapters highlight and illustrate how artists, educators, and researchers grapple with decolonial methods, theories, and strategies—in research, artmaking, and pedagogical practice. Each chapter includes discursive questions and resources for further engagement with the topics at hand.
The book is targeted towards scholars and practitioners of art education, studio art, and art history, K-12 art teachers, as well as artist educators and teaching artists in museums and communities.
Introduction
PART I Creative Shorts
- A Is For Alphabet: Reimagining Language And Mastery As A Creative Meandering
- Critical Reflections on Teaching as a Decolonial Practice
- Angrez chale gaye, Angrezi chod gaye: Post-coloniality of Language
Nupur Manoj Sachdeva - Mind the sky (or forgetting and the imposed futurity of the present): A poem
- Assembling Desire
- lutruwita/Tasmania’s Fauna: Artistic Imaginings With Native Wildlife
- Reclaiming Dreams of our Shared Future: Decolonizing Metanarratives Around What Can/Should/Will Be Through Imaginative Diegesis
- A Palimpsest of Pulverization in Occupied Palestine: Artistic Intervention as Counter-Representation on the Mediterranean Coast
- Time to Trespass: Annotations to 13 Appearances
- From Art to Artifact: A Sestina on Public Art Policy in Confederate Monument Removal Case Law
- Co-Creating Fine Arts Learning: Decolonial & Intersectional Strategies
- Hilando Historias y Territorios: Textile Cartography of Contemporary Indigenous Communities
- In Fontaine’s Footsteps: Students’ Visual Essays Tackle the Difficult History of Canada’s Indian Residential Schools
Agnieszka Chalas and Michael Pitblado - Unsettling Colonial Narratives in the Art Museum
- Transborder Provocaciones through Lozano-Hemmer's Border Tuner | Sintonizador Fronterizo Public Art Installation
- Creating Máscar(a/illa)s: A Decolonizing Us-ing
- Decolonization of Theater Education: An Examination of the Collective Creative Process Through Culturally Relevant Pedagogy
- Cultural Networking, Storytelling and Zoom during the Covid-19 Pandemic: Conversations with African-Caribbeans on using a Decolonized Digital Arts-based Educational Platform
- Art as a Bridge for Decolonizing Grief and Accessing My Neuroqueer Spirit
- Transgressive Enactments: Research-Creation as Anti-Colonial Praxis
- Outside the Classroom & Outside the Books: Extending the Classroom for "Antiessentialist" Curriculum
- Explorations for Decolonizing the Curriculum Regarding Technology
- Activating Curiosity, Heart, and Artistic Identity to Engage Ecojustice
Jonathan Silverman - Imagining our Neighborhood of Nonhuman Residents: Sensorial Attunement as Ecological Aesthetic Inquiry
- Root A/r/tography from Native Seeds
Jun Hu, Xueyin Li, Lipeng Jin et al. - Artistic Practice as Land Acknowledgement
- Beyond the Veneer of Modernism: Aesthetics, Post-Africanity and the ‘Multiversum’ Narrative
- Exorcising the Colonialist: The Cuna Figures of the San Blas Islands and other Forms of Mimesis and Mimicry
- A Critique of Grand Hegemony: Disrupting Historical Valuations of Public Space
Through Pervasive Gaming - Art Education and entangled knowledge in the digital age: Learning from Tabita Rezaire’s Premium Connect
- Raranga and Tikanga Pā Harakeke – An Indigenous Model of Socially Engaged Art and Education
- Decolonization and the Degeneralization of Time in Art Education Historiography
Juuso Tervo - Nepantlando: A Borderlands Approach to Curating, Art Practice, and Teaching
- Crafting Criticality Into My Wayfaring Jewish Ancestors’ Colonial Trade Connections
- Decolonizing Blood, Body and Brain: From the Visual Practices of Jonathan Kim
Boram Lee and Jonathan Kim - Decolonizing Formal Art Education in Germany
Marianna Pegno and Anh-Thuy Nguyen
Maria Leake
Shanita Bigelow
Leon Tan, Mriganka Madhukaillya and Cristina Bogdan
Suzanne Crowley
Stephanie Jones and James F. Woglom
Taylor Miller
Raqs Media Collective
Kristi W. Arth
Logan McDonald
Bianca Castillero-Vela
PART II Enacted Encounters
Grace VanderVliet and Ozi Uduma
Andrea Blancas Beltran and León De la Rosa Carrillo
Rebecca Christ, Bretton Varga and Timothy Monreal
Maria Cristina Leite, Luiz Ernesto Fraga, Marcio Saretta et al.
Judith Bruce-Golding and Sue Brown
Corey Reutlinger
Kimberley White
Rebecka Black and Thomas Keefe
Michelle Tillander
Cala Coats, Shagun Singha, Steven Zuiker et al.
PART III Ruminative Research
Prashast Kachru
Frank AO Ugiomoh
Alice Wexler
Lillian Lewis and Veronica Hicks
Kristin Klein
Leon Tan and Tanya White
Leslie C. Sotomayor II and Christen Sperry García
Esther Fitzpatrick
Ernst Wagner
37. Towards Frontiers of Decolonization in Contemporary Nigerian Art Markets
Samuel Egwu Okoro and Soiduate Ogoye-Atanga
38. Histories and Pedagogics from the Underside(s) of Modernity
Dalida María Benfield and Christopher Bratton
Afterword
Biography
Manisha Sharma is Professor and Chair of Art Education at the University of North Texas, Denton, USA. She is an arts educator, artist, and researcher focused on how perceptions of culture and community are formed, internalized, and acted out within various communities, through the production and consumption of art and visual culture artefacts.
Amanda Alexander is Professor and Chair of the Art Department at Miami University of Ohio, Oxford, USA. She is a community-engaged arts researcher who connects with sites of cultural and artistic (re)production including schools, museums, community arts organizations, and international cooperative groups. Dr. Alexander is centrally concerned with art education students’ ability to be more civically engaged individuals, see art as a means to make meaning, and have an interdisciplinary, global perspective.
"This book is for those that are searching for theory, curriculum, and pedagogy through the lens of self-determination. It is divided into three sections. The authors include engaging questions at the end of the chapters that assist in providing self-reflection. … Incredible!" Christine Ballengee-Morris, The Ohio State University, USA
"This remarkable book centers art and art education as a powerful force for postcolonialism and decolonization. With a tremendous range of diverse international voices taking up an exciting range of scholarship, the book is truly one of a kind. It is magnificently unique in its embrace of decolonization as a focus for rethinking the structures and content of education and as a rebellious text that questions the colonized norms of scholarship by offering an array of artful, reflexive, and performative texts. An utterly powerful book that all art educators must read!" Rita L. Irwin, The University of British Columbia, Canada
"Art as a concept is not currently built upon a foundation by which diverse humans demonstrate their self-determined creative, aesthetic and meaning-making capacity. Instead, systems of colonization continue to largely limit the engagement of our imaginations across worldviews. This book is one embarkation for building the creative consciousness necessary for diverse humans finally to breathe life into art and the world." Cristóbal Martinez, Arizona State University, USA