scholarly journals “React with more than stunned silence”: A response to Art, culture, and pedagogy edited by Dustin Garnet and Anita Sinner / « Réagir autrement que par un silence de stupéfaction » : réponse à Art, culture, and pedagogy publié sous la direction de Dustin Garnet et Anita Sinner

2019 ◽  
Vol 46 (2) ◽  
pp. 71-75
Author(s):  
Heather McLeod ◽  
Abena Boachie
Keyword(s):  
The Netherlands ◽  
Art Education ◽  
Cultural Pluralism ◽  
Response Art ◽  
Cultural Colonialism

Book response: Art, culture, and pedagogy: Revisiting the work of F. Graeme Chalmers. Dustin Garnet and Anita Sinner (Eds.) Leiden, The Netherlands, Brill/Sense, 2019, 286 pp., ISBN: 978-90-04-39007-2Keywords: Art education; Cultural pluralism; Cultural colonialism; Multiculturalism.Réaction livresque: Art, culture, and pedagogy: Revisiting the work of F. Graeme Chalmers. Dustin Garnet and Anita Sinner (Eds.) Leiden, The Netherlands, Brill/Sense, 2019, 286 pp., ISBN: 978-90-04-39007-2Mots-clés : éducation artistique ; pluralisme culturel ; colonialisme culturel ; multiculturalisme

scholarly journals Against a “Life Hack” Approach to Art Education

2016 ◽  
Vol 43 (1) ◽  
pp. 199
Author(s):  
Claudia W. Ruitenberg
Keyword(s):  
The Netherlands ◽  
Art Education ◽  
Aesthetic Experience ◽  
Museum Education ◽  
Art Museums ◽  
Pedagogical Intervention ◽  
Works Of Art ◽  
Making Art

Abstract: This paper critiques de Botton and Armstrong’s Art as Therapy project (2013-2015), a collaboration with art museums in Canada, the Netherlands, and Australia, in which labels in the gallery, as well a catalogue and website, explain how viewers might use works of art to serve therapeutic purposes in their lives. The paper argues that, instead of making art more accessible to those who, allegedly, do not find access to art on their own, the Art as Therapy project undermines the force and richness of art by first declaring it useless and inaccessible and then repurposing it as therapeutic life hack.KEYWORDS: Museum education; aesthetic experience; pedagogical intervention; interpretive freedom.Résumé: Cet article se veut une critique du projet Art as Therapy (2013-2015) de Botton et Armstrong, mené en collaboration avec des musées des beaux-arts canadiens, néerlandais et australiens, dans le cadre duquel les affichettes des musées, ainsi que catalogues et sites Web, expliquent aux visiteurs comment utiliser les œuvres d’art à des fins thérapeutiques dans leur quotidien. Dans cet article, je prétends que, plutôt que rendre l’art davantage accessible à ceux qui ne peuvent supposément y accéder de leur propre chef, le projet Art as Therapy sape la force et la richesse de l’art en le déclarant à prime abord inutile et inaccessible pour le transformer par la suite en « astuces de vie » thérapeutiquesMOTS CLES: Éducation muséale; d’expérience esthétique; intervention pédagogique; la liberté interprétative

scholarly journals Commitment, Convergence, Alterity

2020 ◽  
Vol 64 (1) ◽  
pp. 118-124
Author(s):  
Daan Beekers
Keyword(s):  
The Netherlands ◽  
Common Ground ◽  
Religious Commitment ◽  
Cultural Pluralism ◽  
Consumer Capitalism ◽  
Academic Scholarship ◽  
Starting Point ◽  
The Everyday ◽  
Public Debates ◽  
Similar Dynamic

This contribution looks comparatively at the everyday pursuit of religious commitment among young, revivalist-oriented Sunni Muslims and Protestant Christians in the Netherlands. In both public debates and academic scholarship, the differences between these groups tend to be stressed, particularly through dichotomies such as migrant/native and minority/majority. This article, by contrast, takes their potential common ground as a starting point by examining the pursuit of religious aspirations under shared conditions of consumer capitalism and cultural pluralism. I argue that my Christian and Muslim interlocutors experienced a noticeably similar dynamic of constraint on and reinvigoration of their faith. Further, I note the different degrees to which they emphasized their moral distinctiveness, and discuss how this disparity is related to dominant public representations of these groups.

Swanwick puts music education back in its western prison – a reply

1998 ◽  
Vol os-31 (1) ◽  
pp. 59-65 ◽  
Author(s):  
Robert Walker
Keyword(s):  
Music Education ◽  
Cognitive Functioning ◽  
Human Mind ◽  
Music Educators ◽  
Cultural Pluralism ◽  
The West ◽  
Modus Operandi ◽  
Cognitive Differences ◽  
Cultural Colonialism

Swanwick (1996) failed to provide a credible challenge to Walker's (1996) suggested ‘New praxis freed from Colonialism’ and instead offered yet more cultural colonialism with his concept of music as ‘discourse’. This term has a long and deep western lineage and therefore is inadequate as a descriptive modus operandi for music education in all cultures. Its efficacy relies on unsupported assumptions about a universality in human mind processes irrespective of culture. While waving the musical flag of cultural pluralism, Swanwick simultaneously suggests a universal cognitive functioning for all humans. He cannot have it both ways: pluralism and universalism are incommensurate. Unless Swanwick abandons his commitment to universal cognitive functioning he has little to say to the world's music educators outside the western traditions. Pluralism means cognitive differences, which in turn suggest many different and diverse ways of expression in what the West calls music than the term ‘discourse’ can possibly accommodate.

Cultural Pluralism and Art Education in British Columbia

Art Education ◽  
1984 ◽  
Vol 37 (5) ◽  
pp. 22
Author(s):  
Graeme Chalmers ◽  
Margaret Andrews ◽  
Dan Nadaner
Keyword(s):  
British Columbia ◽  
Art Education ◽  
Cultural Pluralism

scholarly journals Bridging memories and transformative narratives: A visual and written response to Art-making with refugees and survivors by Sally Adnams Jones / Rapprochements entre souvenirs et récits transformateurs : réponse visuelle et écrite à Art-making with refugees and survivors par Sally Adnams Jones

2019 ◽  
Vol 46 (2) ◽  
pp. 76-81
Author(s):  
Haley Rebecca May Toll
Keyword(s):  
Natural Disasters ◽  
Art Education ◽  
Creative Arts ◽  
Community Arts ◽  
Art Making ◽  
Creative Arts Therapies ◽  
Written Response ◽  
Response Art

Book Response: Art-making with refugees and survivors: Creative and transformative responses to trauma after natural disasters, war, and other crises, edited by Sally Adnams Jones. London, England: Jessica Kingsley Publishers, 2018, 336 pp., ISBN: 1785922386Keywords: Community Arts; Refugees and Survivors; International Arts; Expressive and Creative Arts Therapies; Art Education; Transformative. Réaction livresque: Art-making with refugees and survivors: Creative and transformative responses to trauma after natural disasters, war, and other crises, edited by Sally Adnams Jones. London, England: Jessica Kingsley Publishers, 2018, 336 pp., ISBN: 1785922386Mots-clés : arts communautaires ; réfugiés et survivants ; arts internationaux ; thérapies par des activités créatives et d’expression ; éducation artistique ; transformateur.

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