scholarly journals An Interview with Art Educator Professor Johnnie Mae Maberry, Tougaloo College

Panorama ◽  
2021 ◽  
2021 ◽  
Vol 20 (2) ◽  
pp. 129-140
Author(s):  
Justine Nabaggala

This article gives a brief background of where I come from and how my experiences in Africa and North America have framed the ‘philosophy of teaching’ that defines me as a visual art educator. I reflect on the postcolonial concept of ‘decolonization’ as a means to identifying possible pedagogical alternatives of practice. Acknowledging that my knowledge embraces both ‘western’ and ‘Indigenous’ ways of knowing, poses a question for me as an art educator about ways to design and implement pedagogies that embrace contextualized experiences in order to achieve meaningful learning within formal education. I conclude by stating that nothing will effect change within Uganda’s education sector, particularly in reference to visual art education and practice, without educators having a firmer grasp of their scholarly standpoint on knowledge and learning. Development of concrete ways of bringing together diverse ontological, epistemological and axiological positions of western and Indigenous knowledge systems as well as art pedagogies to facilitate learning, will require educators to develop structures and strategies that progress from the bottom up in order to benefit from the values, beliefs and ways of knowing within diverse local communities.


Author(s):  
Charles W. Eagles

Jim Loewen, a sociologist, and Charles Sallis, a historian, assembled a diverse team of colleagues and students to produce a revisionist ninth-grade Mississippi history textbook. In addition to several disciplines, the group included black and white, male and female, northern and southerner. They drew on earlier tentative interracial contacts led by Ernst Borinski between the black Tougaloo College and the nearby white Millsaps College, both in Jackson, Mississippi. Loewen had published a book on the Mississippi Chinese, and Sallis had written about Mississippi politics in the late nineteenth century.


Author(s):  
Eileen Legaspi Ramirez

Cesar Legaspi was a Filipino painter known as one of the 13 Moderns, a group of emergent artists whose work, according to artist-art educator Victorio Edades, was an alternative to the classicism and nostalgia-laced realism popular during the pre-World War II juncture of American colonialism in the Philippines. Along with peers Hernando Ocampo and Vicente Manansala, Legaspi was part of a generation of artists whose early image making engaged with questions of distortion, and the liberties artists could take in construing reality. In the early 1950s, these painters were regarded as the neo-realist triumvirate. While they produced works dealing with the same everyday subject matter as conservative artists of the period, they unselfconsciously took from other stylistic traditions that they encountered through research and peer exchanges. In doing so, they worked towards more individuated ways of rendering subjects, finding affinities with Cubism, Surrealism, and Expressionism. In the post-World War II period, the Neo-Realists manifested a cynicism toward the urbane, which they resolved visually in different ways. A well-known work of Legaspi’s from this period, Gadgets II (1949), depicts the mutant fusing of man and machine in an age where the industrial was both feared and mythologized. This work, alongside pieces imaging the working class (including stevedores, grave diggers, beggars, seasonal farm workers, and internal migrants) is associated with his early proletarian or proto-social realist phase.


2020 ◽  
Vol 102 (2) ◽  
pp. 72-72
Keyword(s):  

This monthly column features a scratchboard drawing of her dog by student Eleanor Goodwin and a painting of magnolias by art educator Jade Xia.


Art Education ◽  
2006 ◽  
Vol 59 (3) ◽  
pp. 42-47 ◽  
Author(s):  
Cynthia Hatfield ◽  
Valerie Montana ◽  
Cara Deffenbaugh

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shelley Margaret Hannigan ◽  
Jo Raphael

PurposeThis paper explains a collaborative self-study research project that included an evolving arts-based inquiry (ABI) approach. The combined experiences of a visual artist/art educator and a drama educator, informed the design and use of ABI strategies to investigate practices of Australian teacher educator-researchers. These strategies are shared along with results from interviews that reveal the dynamics and value of this particular model of ABI within a larger research project.Design/methodology/approachABI was included in the methodology of collaborative self-study. It involved listening to participants’ arts-based and written responses then basing the next provocations on these outcomes. This gave ownership to the group members and reinforced the community of practice foci.FindingsABI challenged academic identities and practices. It allowed for more enjoyment in the workplace, for reflection and reflective practice to develop. It provided opportunities for shifting perspectives and perceiving teaching practice differently, inspiring more creativity in teaching. It also improved relationships with co-workers and held the group together.Research limitations/implicationsThe authors share this research to recommend others a way to collaborate within group research projects.Practical implicationsThe authors found it vital to have a co-ABI facilitator from within the group to collaborate with, in order to develop the most appropriate ABI provocations within an emerging research project.Social implicationsThis model of research can generate honest and in-depth insights for participants (members of a community of practice) as to how and why they do the work (practices) they do.Originality/valueThe study’s use of ABI offers an original perspective in the use of this methodology.


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