Engaging First Peoples in Arts-Based Service Learning
Towards Respectful and Mutually Beneficial Educational Practices
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Beschreibung
This volume offers educators, higher education institutions, communities and organizations critical understandings and resources that can underpin respectful, reciprocal and transformative educative relationships with First Peoples internationally. With a focus on service learning, each chapter provides concrete examples of how arts-based, community-led projects can enhance and support the quality and sustainability of First Peoples’ cultural content in higher education. In partnership with communities across Australia, Aotearoa New Zealand, Canada and the United States, contributors reflect on diverse projects and activities, offer rich and engaging first-hand accounts of student, community and staff experiences, share recommendations for arts-based service learning projects and outline future directions in the field.
All educators with an interest in enhancing future teachers’ understanding of social justice and arts-based learning will benefit from reading this book. Arts-based service learning is here presented as a tool for stepping outside traditional classrooms, in order to learn about culture and to engage with real subjects. The central concepts reciprocity, meaningful service, reflection, development and diversity are discussed using a wide range of references to international research. Although many of the chapters concern Australian projects carried out with Australian first peoples communities and Australian universities, the editors present the challenges and affordances on an analytical and reflective level that is both inspiring and useful to international readers. Eva Saether, Lund University, Sweden
This volume offers educators, higher education institutions, communities and organizations critical understandings and resources that can underpin respectful, reciprocal and transformative educative relationships with First Peoples internationally. With a focus on service learning, each chapter provides concrete examples of how arts-based, community-led projects can enhance and support the quality and sustainability of First Peoples’ cultural content in higher education. In partnership with communities across Australia, Aotearoa New Zealand, Canada and the United States, contributors reflect on diverse projects and activities, offer rich and engaging first-hand accounts of student, community and staff experiences, share recommendations for arts-based service learning projects and outline future directions in the field.
Draws on multiple perspectives and experiences of arts-based service learning with First Peoples in Australia, New Zealand and Canada Offers stories, experiences, methods, practical insights and pathways to support respectful and mutually beneficial relationships and educational practices Provides unique, concrete resources for universities, colleges and communities that wish to implement their own arts-based service learning projects
Autor*in
Brydie-Leigh Bartleet
Themen in »Engaging First Peoples in Arts-Based Service Learning«
Australian Government Office for learning and T... Australian Torres Strait Islanders Australian aboriginal communities First Peoples Australia New Zealand Canada Maori culture Torres Strait Islands education aboriginals arts based research arts based service learning arts-based community activities collaborative community centered research creative community centered research decolonization in tertiary learning developing arts based service learning projects educational cooperation with First Peoples intercultural service learning projects
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All educators with an interest in enhancing future teachers’ understanding of social justice and arts-based learning will benefit from reading this book. Arts-based service learning is here presented as a tool for stepping outside traditional classrooms, in order to learn about culture and to engage with real subjects. The central concepts reciprocity, meaningful service, reflection, development and diversity are discussed using a wide range of references to international research. Although many of the chapters concern Australian projects carried out with Australian first peoples communities and Australian universities, the editors present the challenges and affordances on an analytical and reflective level that is both inspiring and useful to international readers. Eva Saether, Lund University, Sweden
I found this collection of essays moving on multiple levels as an artist and teacher who is a descendant of White European colonizers. It evoked a past remembering of forced silencing and deep loss, while simultaneously in the present being touched by the embedded wisdom and knowledge First Peoples bring to the future through restoring the sacred in art and cultural practices. Barbara Bickel, Southern Illinois University, Carbondale, USA
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