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Coles Fieldnotes from the Edges of Higher Arts Education: Intra-active Pedagogies for Urgent Times at Village Green Shopping Centre in Vernon, BC
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This volume explores emergent practices in higher education pedagogy that use the arts, new materialisms, posthumanisms, and radical pedagogies to intra-actively reconfigure approaches to transdisciplinary learning and teaching. Against the backdrop of AI acceleration, pandemic responsiveness, forced migration, genocide, and socio-political upheaval, our ability to reconfigure the practice of knowledge-making in ways that matter becomes central to our ability to imagine and enact sustainable, different futures. Based on a highly successful postgraduate course which pioneered new ways of exploring themes in arts and education research, the book takes a diffractive approach to (re)thinking curriculum and pedagogy for urgent times. Highly novel in approach, the focus on multiple registers and multiple ways of knowing demonstrated in the chapters make this a unique and creative contribution to the scholarship. Chapters stay with the trouble designing pedagogies that encourage epistemic change from within a curriculum, foregrounding, relationality, justice-to-come, and posthuman pedagogies. Chapter Orientations guide the reader through each essay to create a grounded and situational understanding of the themes explored. Ultimately providing a space to critique and progress postgraduate-level pedagogy and curriculum in arts education, this book will be of use to scholars, postgraduate students, researchers and curriculum designers involved in higher education, arts education, and curriculum studies more broadly. Those interested in posthumanism and new materialities will also find the volume of use.
This volume explores emergent practices in higher education pedagogy that use the arts, new materialisms, posthumanisms, and radical pedagogies to intra-actively reconfigure approaches to transdisciplinary learning and teaching. Against the backdrop of AI acceleration, pandemic responsiveness, forced migration, genocide, and socio-political upheaval, our ability to reconfigure the practice of knowledge-making in ways that matter becomes central to our ability to imagine and enact sustainable, different futures. Based on a highly successful postgraduate course which pioneered new ways of exploring themes in arts and education research, the book takes a diffractive approach to (re)thinking curriculum and pedagogy for urgent times. Highly novel in approach, the focus on multiple registers and multiple ways of knowing demonstrated in the chapters make this a unique and creative contribution to the scholarship. Chapters stay with the trouble designing pedagogies that encourage epistemic change from within a curriculum, foregrounding, relationality, justice-to-come, and posthuman pedagogies. Chapter Orientations guide the reader through each essay to create a grounded and situational understanding of the themes explored. Ultimately providing a space to critique and progress postgraduate-level pedagogy and curriculum in arts education, this book will be of use to scholars, postgraduate students, researchers and curriculum designers involved in higher education, arts education, and curriculum studies more broadly. Those interested in posthumanism and new materialities will also find the volume of use.
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