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April 10, 2016 22:55 , by Nora Landkammer - | 2 people following this article.

Convocatoria para contribuciones de investigación: Paulo Freire – recepciones y respuestas en la educación cultural y artística

August 14, 2017 10:44, by Nora Landkammer

Invitamos a los miembros de Otra Hoja de Ruta para la Educación Artística a contribuir a una investigación transversal del Cluster Historias sobre las historias de pensamiento y practica critica en la educación cultural y artística, siguiendo los “viajes” de los conceptos pedagogicos de Paulo Freire y los usos y respuestas locales.



Call for research contributions: Paulo Freire: receptions and responses in Art Education

August 14, 2017 10:40, by Nora Landkammer

We invite all members of the Another Roadmap for Arts Education to take part in a transversal research of the Histories Cluster on histories of critical thought in Art Education following the travels of Paulo Freire’s pedagogical concepts and their local uses and responses.



decolonizing curriculum / GLOSSARY

July 19, 2017 15:31, by Alejandro Cevallos N

From July 17 to July 29 Open Call and registrations of the working groups.

August 17, 10h00 (Quito) / 16h00 (Central Europe) The registered working groups will have a virtual session (Skype) to present their thesis

SOME QUESTIONS WE PROPOSE IN THIS NEW GLOSSARY SESSION:

¿How can we decolonize the curriculum? ¿What curriculum do we decolonize?

How has the art education curriculum been developed historically in your area? Can we get evidence on the actions trying to consent and naturalize such curriculum?

In this glossary session we want to discuss from a different approach the following: what would it

suppose to “decolonize” the curriculum in different contexts?

We understand that colonization involves processes that shape knowledge and how we get to know, crossing our ways of being, thinking, and feeling. Furthermore, such processes adopt different forms in terms of the place they occupy, the control over human bodies, and the exploitation of matters. The question is: How can we decolonize curriculum to imagine a decolonizing process that responds to multiple and different colonial processes?

Can we refer to local experiences (particular cases) that have achieved the curriculum deconstruction through the inclusion of knowledge, ways of doing, and memories that come from popular classes and their ways of reproducing life?



OPEN CALL GLOSSARY 2017: A MULTIVOCAL GLOSSARY OF ARTS EDUCATION - POPULAR ARCHIVE

May 18, 2017 12:31, by Maja Renn

 



invitation second session glossary CRITICAL EDUCATION / INVITACIÓN SEGUNDA SESIÓN DE GLOSARIO EDUCACIÓN CRÍTICA

April 10, 2017 19:12, by Alejandro Cevallos N

For critical education the processes of teaching and learning are spaces of social transformation.

Freedom, emancipation are aspirations that take shape through the dialogue of a learning community to question the ideologies, relationships and structures of power (gender, race, class) that sustain domination and pass through our lives.

In this glossary session we aim to recognize: what is meant by critical education in our different contexts? What implications has, has and could have, the relation between critical thinking and educational practices in the field of cultural institutions and artistic education?

What are the local referents or experiences of critical education that we can recognize, from which we can learn in our different contexts?

What are the educational strategies, educational materials, methodologies or other educational resources that critical educators have developed to move from theory to practice?

What incidences have been possible and what contradictions emerge in the relationship with institutions?

From March 31 to April 14

Open call and inscriptions of the working groups. Registration is done by sending an e.mail alejandro.cevallos.n@gmail.com