This book offers global perspectives on art education as a distinctive practice that emerges from community relationships.
Invoking transversality as a theoretical framework and a methodological structure, the fifty-five contributors to this volume—community professionals, scholars, artists, educators, and activists from sixteen countries—offer studies and practical examples that explore the complexities of community arts education at all levels. These complexities include challenges created by the COVID-19 pandemic; ongoing efforts to achieve justice for Indigenous peoples; immigration; the growing recognition of equity, diversity, and inclusion in the workplace; among other challenges.
The book’s chapters fall under four themes—connections, practices, spaces, and relations—that map these and other intersecting assemblages of transversality. Thinking transversally about community art education shifts our understanding of knowledge from a passive construct to an active component of social life. This framework also redefines art education as a distinctive practice emerging from the intricate ties that form a community.
Acknowledgements Introduction Ching-Chiu Lin PART 1: Transversal Connections Chapter 1: Twenty-First Century Winter Journey: Exploring Comics, Adaptation and Community Art Education Julian Lawrence Chapter 2: The University as an Institute of Permanent Creation: Developing ‘a Gift for Living’ in Neoliberal Times Raphael Vella Chapter 3: Seeing What Unfolds: New Ways of Exploring Community Art Education in Formal Learning Spaces Kathryn Coleman and Marnee Watkins Chapter 4: ‘Making University’: The Role of Corporeality, Matter and Physical Spaces to Create a Sense of Community Sara Carrasco Segovia Chapter 5: I Wish You a Good Life: Embedding Intergenerational Learning Into Pre-Service Education Through Art, Community and Environment Geraldine Burke Chapter 6: Community-Based Art Education: Promoting Revitalization and Eco-Cultural Resilience for Cultural Sustainability Timo Jokela and Mirja Hiltunen Part 2: Transversal Practices Chapter 7: Making Meaning, Creating (in) Community: An International Dialogue on Community Art Education Within Early Childhood Contexts Geralyn (Gigi) Yu, Alex Halligey and Judith Browne Chapter 8: Identifying Images as a Strategy for Emotional Interaction with the Environment: Neighbourhoods as Engraving Support Jessica Castillo Inostroza Chapter 9: We Are Small, but We Have Loud Voices: Children Leading the Way to Support Community Connections Through Art Sue Girak Chapter 10: Infernal Learning: Becoming Members of Academic Communities Anniina Suominen, Tiina Pusa, Minna Suoniemi, Eljas Suvanto and Elina Julin Chapter 11: Seeds in the Wind! A/r/tography School and Teacher Formation Leisa Sasso and Mirian Celeste Martins Chapter 12: Transversalities Through Transdisciplinary Pedagogies: A South African Perspective on Community Engaged Art Education Merna Meyer Chapter 13: Building Bridges in the Community Through Opening Minds Through Art: An Intergenerational Abstract Art Programme for People Living with Dementia Stephanie H. Danker, Elizabeth Lokon and Casey Pax Part 3: Transversal Spaces Chapter 14: International Art Symposia as a Space of Knowledge Creation and Creative Engagement Maria Huhmarniemi and Katja Juhola Chapter 15: Collaborative Thinking, Creating and Learning on a Remote Greek Island: Towards Sustainable Community Art Education Sophia Chaitas and Georgia Liarakou Chapter 16: Finding Possibility in the Liminality of Socially Engaged Arts: Fostering Learning and Wellbeing with Refugee Youth Kate Collins Chapter 17: Conversations with Gardens: Artful Spaces in Community Art Education Trish Osler Chapter 18: Community Dance as an Approach to Reimagine Place in Aotearoa/New Zealand Pauline Hiroti and Rose Martin Chapter 19: Pedagogical Implications in La Austral, S.V. de C.V.: A Collective Performative-Storytelling Project by Artist Pablo Helguera and DREAMers Eunji Lee Chapter 20: Community Arts Education: Experiencing and Creating Our World Shelley Hannigan and Merinda Kelly Part 4: Transversal Relations Chapter 21: Colors of Connection: Public Art Making as an Activating Force for Community Art Education Lynn Sanders-Bustle, Christina Mallie and Laurie Reyman Chapter 22: Residing in Pedagogical Spaces Through Community Cultural Production Jing Li Chapter 23: Intercultural Eye for Art: Becoming a Member of a Global Community Through Arts-Based Exchange Kazuyo Nakamura, Hye-Seung (Theresa) Kang, Wataru Inoue, Leah H. Morgan, Hisae Aoyama, Hannah Shuler, Atsuo Nakashima, Cheryl J. Maxwell, Takunori Okamoto and Mari Sankyo Chapter 24: The Creation of a Community Teaching Artist Certificate Programme: Professionalization in the Gig Economy Dustin Garnet Chapter 25: Creative for Life: Planning and Delivering Intergenerational Art Programmes Jodie Davidson and Miles Openshaw Chapter 26: Croatian Naïve Art as an Incentive for Multimodal Research with Children Helena Burić and Nikolina Fišer Sedinić Chapter 27: Visual Ecologies: Artistic Research Transversing Stable, Dynamic and Interstitial Relations in an Australian Settler Colonial Context Kim Snepvangers Notes on Contributors
Ching-Chiu Lin is an assistant professor at the Faculty of Education at Simon Fraser University. Her research interests lie in community art education, digital media and learning through art, and art teacher education. Anita Sinner is a Professor of Art Education at The University of British Columbia. Her interests include artwork scholarship, international art education, stories as research, and community art education. Rita L. Irwin is a distinguished university scholar and professor of art education at the University of British Columbia, Canada. As a scholar she is best known for her work in a/r/tography, teacher education, curriculum studies and sociocultural concerns.
