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Educating for Peace through Theatrical Arts
This volume illustrates how theatre arts can be used to enact peace education by showcasing the use of theatrical techniques including storytelling, testimonial and forum theatre, political humor, and arts-based pedagogy in diverse formal and non-formal educational contexts across age groups. The text presents and discusses how the use of applied theatre, especially in conflict-affected areas, can be used as an educational response to cultural and structural violence for transformation of relations, healing, and praxis as local and global peacebuilding. Crucially, it bridges performing arts and peace education, the latter of which is unfolding in schools and their communities worldwide. With...
Handbook of Autobiography / Autofiction
Autobiographical writings have been a major cultural genre from antiquity to the present time. General questions of the literary as, e.g., the relation between literature and reality, truth and fiction, the dependency of author, narrator, and figure, or issues of individual and cultural styles etc., can be studied preeminently in the autobiographical genre. Yet, the tradition of life-writing has, in the course of literary history, developed manifold types and forms. Especially in the globalized age, where the media and other technological / cultural factors contribute to a rapid transformation of lifestyles, autobiographical writing has maintained, even enhanced, its popularity and importanc...
Counternarratives from Asian American Art Educators
Counternarratives from Asian American Art Educators: Identities, Pedagogies, and Practice beyond the Western Paradigm collects and explores the professional and pedagogical narratives of Asian art educators and researchers in North America. Few studies published since the substantial immigration of Asian art educators to the United States in the 1990s have addressed their professional identities in higher education, K-12, and museum contexts. By foregrounding narratives from Asian American arts educators within these settings, this edited volume enacts a critical shift from Western, Eurocentric perspectives to the unique contributions of Asian American practitioners. Enhanced by the applicat...
Educating for Peace through Countering Violence
This book advances knowledge about the implementation of peace and non-violence strategies in education that counter violence. Addressing both hidden and direct violence, it examines the harm to wellbeing and learning through a unique exploration of the role of teachers, and confronts the roots of violence in educational settings. Presenting and critiquing a range of pedagogical tools, case examples, and research, it examines how various methods can be used for identifying and proactively responding to conflicts such as injustice, discrimination, and prejudice, among others. Contributors present case studies from a range of global contexts and offer cutting-edge research on the applications of these resources, and how they contextualize peace education. An essential read for educators, teacher educators and peace scholars, it crucially offers pathways for confronting and healing from violence in both formal and informal sites of education.
Arts and Mindfulness Education for Human Flourishing
This edited volume explores the role of arts and meditation within educational settings, and looks in particular at the preventive and developmental function of the arts in educational contexts through different theoretical perspectives. Encompassing research from an array of disciplines including theatre, psychology, neuroscience, music, psychiatry, and mindfulness, the book draws insights relevant to a broad spectrum of interdisciplinary fields. Chapters are divided into thematic sections, each outlining praxes and emphasising how educating within and through the arts can provide tools for critical thinking, creativity and a sense of agency, consequently fulfilling the need of well-being and contributing towards human flourishing. Ultimately, the book focuses on the role the arts have played in our understanding of physical and mental health, and demonstrates the new-found significance of the discipline in the wake of the COVID-19 pandemic. With its interdisciplinary and timely nature, this book will be essential reading for scholars, academics, and post-graduate researchers in the field of arts education, creative therapies, neuroscience, psychology, and mindfulness.
Artist-Teacher Practice and the Expectation of an Aesthetic Life
This book explores why and how the personal creative practice of arts teachers in school matters. It responds to ethnographic research that considers specific works-of-art created by teachers within the context of their classrooms. Through a classroom-based ethnographic investigation, the book proposes that the potential impact of artist-teacher practice in the classroom can only be understood in relation to the flows of power and policy that concurrently shape the classroom. It shows how artist-teacher practice functions as a creative practice of freedom tending to the present and future aesthetic life of the classroom, countering the effects of neoliberal schooling and austerity politics. The book questions what the artist-teacher can produce within that context. Through the unique focus on artist-teacher practice, the book explores the changing nature of the classroom and the social and political dimensions of the school. It will be key reading for researchers and postgraduate students of arts education, critical pedagogy, teacher identity and aesthetics. It will also be of interest to art and design educators.
The Routledge Companion to Applied Performance
The Routledge Companion to Applied Performance provides an in-depth, far-reaching and provocative consideration of how scholars and artists negotiate the theoretical, historical and practical politics of applied performance, both in the academy and beyond. These volumes offer insights from within and beyond the sphere of English-speaking scholarship, curated by regional experts in applied performance. The reader will gain an understanding of some of the dominant preoccupations of performance in specified regions, enhanced by contextual framing. From the dis(h)arming of the human body through dance in Colombia to clowning with dementia in Australia, via challenges to violent nationalism in the Balkans, transgender performance in Pakistan and resistance rap in Kashmir, the essays, interviews and scripts are eloquent testimony to the courage and hope of people who believe in the power of art to renew the human spirit. Students, academics, practitioners, policy-makers, cultural anthropologists and activists will benefit from the opportunities to forge new networks and develop in-depth comparative research offered by this bold, global project.
Applied Theatre: Development
A book which examines the origins, principles and challenges of Theatre for Development, featuring a series of case studies by leading international figures and practitioners.
The Mentor-Disciple Relationship in the Visual Arts and Beyond
This book undertakes a deep examination of mentor and disciple relationships in the development of artists. It draws upon a variety of relationships and models, including an in-person mentor, a mentor or apprentice scenario, and non-physical mentors such as historical figures, in order to investigate their history and philosophy. This volume specifically addresses the role of mentoring in the lives of contemporary aspiring artists, asking if and how mentoring can be considered a form of human nurturance. Deep historical inspections and philosophical inquiries are combined with analyses of interviews with contemporary artists ranging from 35 to 101 years old. These holistic insights present the subject of mentoring in the arts from the multiple angles of art history and relevant ideas about the benefits of nurturance and acceptance in human development. Using artists’ biographies and discussions of their work, this book sheds light on the role that mentoring has played in their development and can play in contemporary education. It will appeal to artists, art history teachers, educators, art students, and art scholars.
Children are Artists: Supporting Children’s Learning Identity as Artists
This book explores how we can better understand and support children’s learning identity as artists. It discusses an innovative pedagogical approach that outlines parents’ and educators’ roles in developing and supporting children as artists. Drawing on original research, the book discusses rich case study examples and vignettes to give new insights into children’s learning and developing identities as artists. It identifies the key characteristics of children’s creative learning and outlines a creative and reflective pedagogy while highlighting the role of adults in the process. The chapters discuss topics such as curiosity, creative skills, self-directed learning, real-life contexts for learning and ways of engaging creative learning and imagination. The book provides a new model for children’s art education and will be essential reading for academics, researchers, and students in the fields of arts education, creativity, and learning. It will also appeal to specialist art educators and policy makers within the arts and arts education.
