Socially Engaged Art as Creative Pedagogy in Educational Spaces

This chapter looks at socially engaged art to realize and explore pedagogical creativity. Socially engaged art is interested in creating art that can be viewed as a process to navigate a deeper understanding of individuals and society. As this process relates to pedagogical creativity, the social practice artist is engaging the participant in a creative activity or process that often calls for a reflective notion. The essential shift socially engaged practice offers is a variant on the reflective process from self to a community, social, and collective reflective practice. This process of engaging with the community is critical for gaining community participant input to direct the practice. When applied to educators, teaching through a social practice lens can offer students a culturally responsive curriculum. Remote and virtual experiences can offer diverse opportunities for creativity, engagement, and discourse.

Linguistic Landscapes and Educational Spaces

The educational turn in linguistic and semiotic landscapes studies is advanced through this volume’s broad and detailed analyses. Empirical examinations of interconnections among language, signs, space and practices combine with action research on mobilising linguistic landscapes as pedagogical resources to address scholars and practitioners alike.

El Flamenco como herramienta de innovación educativa

This article is part of the result of a doctoral research, the objective of which is to verify the applicability and effectiveness of flamenco as a tool for socio-educational intervention. The text shows the research work carried out on the application of flamenco in the educational field. Experiences that have taken place in different formal and non-formal educational spaces in Andalusia are detailed. The results obtained shed light on the multiple possibilities of flamenco as a tool applied to a successful educational innovation. El presente artículo es parte del resultado de una investigación doctoral, cuyo objetivo es comprobar la aplicabilidad y efectividad del flamenco como herramienta de intervención socioeducativa. En el texto se muestra el trabajo de investigación realizado sobre la aplicación del flamenco en el ámbito educativo. Se detallan experiencias que han tenido lugar en diferentes espacios educativos formales y no formales de Andalucía. Los resultados obtenidos, arrojan luz sobre las múltiples posibilidades del flamenco como herramienta aplicada a una innovación educativa de éxito.

Navigating European education in times of crisis? An analysis of socio-technological architectures and user interfaces of online learning initiatives

This study casts light on two online learning initiatives funded by the European Commission, and queries their role as policy actors in the long-term project of a “borderless” European Education Area and/or in the remediation of the so-called “refugee crisis.” Particularly, the study aims to contribute to existing research on the policy enactment of European education spaces, while also addressing their implicated times. Social topology has guided a theoretical-conceptual focus on bordering practices, socio-technological architectures, and user interfaces, and their enactment of forms of Europe. This informed the methodology to center around active navigations on user interfaces of these online learning initiatives, based on the argument that these concretize bordering practices and forms of spaces-times. The findings, presented as re-constructions of the active navigations, stress multiple possibilities EC-funded online learning initiatives to evolve, including shifting responsibilities and differentiated learning trajectories. By highlighting these possibilities, the study aims to interpose the relatively short development of digitalization in (European) education, in which digital technologies have been positioned as “flexible” solutions in times of crisis. The study thereby stirs up discussions on how European online learning initiatives could integrate long-term visions with crisis remediations and, accordingly, could support continuously renewable educational spaces-times.

Eating and learning about food at school and on campus:

Food is an interdisciplinary topic that transverses different areas of knowledge, allowing it to be used as a pedagogical resource in numerous teaching-learning processes and environments. This paper seeks to contribute to early debates on the relationship between public procurement and food pedagogies in schools and universities, a topic that is still little addressed in the literature. I explore the Farm to Cafeteria Canada (F2CC) network in Metro Vancouver, British Columbia, which beyond institutional procurement recognises food as a pedagogical resource at schools and on campus. My research is based on 18 site visits and qualitative analysis of documents and 9 semi-structured interviews conducted with institutional administrators associated with F2CC in Metro Vancouver. This paper demonstrates how the F2CC network activities in Metro Vancouver contribute not only to food procurement, but also to the practical development of pedagogical activities from different areas of knowledge and in different educational spaces.

In Conversation with Fikile Nxumalo: Refiguring Onto-Epistemic Attunements for Im/possible Science Pedagogies

This chapter elucidates critical concepts of place in relation to Black-feminist and more-than-human geographies in the context of early childhood education. This conversation helps get at pressing political contexts for science education that are often excluded in white educational spaces. Our conversation with Dr. Nxumalo offers practical starting points for researchers interested in playing with the messy intersections of materiality, settler-colonialism, white supremacy, Indigenous knowledges, and more-than-human kin.