Decolonising Art and Design Education through Standpoint Theory, Embodied Learning and Deep Listening
Year: 2023
Type: article
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.
DOI: 10.1111/jade.12479
Author: Belinda MacGill
Language: English
Subfield: Visual Arts and Performing Arts
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $2,630
OpenAlex ID: W4386832858