Interest Group Asian Art and Culture AWS
Interest Group Asian Art and Culture Guest Columnist: Ryan Shin, Associate Professor, Chair, Division of Art and Visual Culture Education, University of Arizona
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In a globalized world, we face intense and pressing issues such as educational, economic, cultural, and political conflicts. Artists have addressed these global challenges and problems by actively expressing their views through art and media projects. Art educators engage their students with these issues in their teaching and learning settings, collaboratively connecting and networking with various groups of people with the goal of enhancing human dignity, democracy, equality, and social justice. Pressing worldwide issues such as materialist ideology, unequal wealth distribution, neo-capitalism, and massive migration, as well as natural and humanmade disasters are major concerns we should not avoid in educational settings.
I hope that teachers and researchers can address hegemonic concerns of economic, social, and cultural inequity in global settings, exercising the creative and communicative power of art and visual culture in their pedagogical practices. To address these issues and concerns, I propose a theoretical framework called Critical Global Pedagogy (CGP) to engage our students with global learning and engagement for social justice and equality. The lens of critical social theory, critical pedagogy, critical multiculturalism, cosmopolitanism, and other social justice discourses helped me conceptualize this new pedagogical framework.
The goals of CGP are to engage students with critical dialogue about global social issues beyond direct community; to develop critical consciousness of learners, by investigating and engaging with key questions toward the development of self-reflexivity; and to engage educators and learners with action and praxis for global civil engagement and building global civil community. CGP highlights the role of creative artists, forwardthinking educators, and practitioners. Through this new framework, I hope that teachers and researchers can address hegemonic concerns of economic, social, and cultural inequity in global settings, exercising the creative and communicative power of art and visual culture in their pedagogical practices. My first CGP project was to put together creative and pedagogical examples of global civic learning and engagement, inviting art educators, artists, and scholars of other fields to share their voices and innovative projects. I sent out the call for papers to develop an edited book: Convergence of Contemporary Art, Visual Culture, and Global Civic Engagement. Many authors sent me excellent proposals to deal with the issues mentioned above. When the book was released (the fall of 2016), 27 authors— including art educators, practicing artists, museum educators, and community activists—shared their theoretical investigations, projects, and inquiries.
local and the global, expanding their local community issues on a global stage. In the last section, “Globally Connected Learning through New Media and Technologies,” authors shared global civic learning projects that take advantage of new media, networking, and virtual world. With the lens of CGP, I believe that art educators can challenge and problematize neoliberal systems and social inequality in relation to globalization and globalism, developing learners’ critical cosmopolitan mindsets. I also hope that readers initiate and develop their own new and thoughtprovoking projects in order to address ever-pressing global issues and concerns for change and transformation toward civic society where all members of the planet receive due equal human right recognition and dignity in and through art education.
This book contains three sections. In the first section, “Emerging Pedagogical Perspectives and Practices on Global Civic Learning and Engagement,” authors explored and discussed educational theories, research, and art-based responses toward global civic society. The second section, “Local to Global: Engaging Community as Global Learning Sites,” contains chapters in which the authors made thoughtful and insightful connections between the
Maria Lim AAC Chair. Associate Professor of Art Education, School of Art, College of Visual and Performing Arts, The University of North Carolina Greensboro. E-mail: [email protected] Kevin Hsieh Columnist. Association Professor of Art Education, The Ernest G. Welch School of Art & Design, Georgia State University. E-mail: [email protected] 26
NAEA NEWS
Vol. 59, No. 5, October/November 2017
Downloaded by [68.111.253.225] at 14:54 24 October 2017
In a globalized world, we face intense and pressing issues such as educational, economic, cultural, and political conflicts. Artists have addressed these global challenges and problems by actively expressing their views through art and media projects. Art educators engage their students with these issues in their teaching and learning settings, collaboratively connecting and networking with various groups of people with the goal of enhancing human dignity, democracy, equality, and social justice. Pressing worldwide issues such as materialist ideology, unequal wealth distribution, neo-capitalism, and massive migration, as well as natural and humanmade disasters are major concerns we should not avoid in educational settings.
I hope that teachers and researchers can address hegemonic concerns of economic, social, and cultural inequity in global settings, exercising the creative and communicative power of art and visual culture in their pedagogical practices. To address these issues and concerns, I propose a theoretical framework called Critical Global Pedagogy (CGP) to engage our students with global learning and engagement for social justice and equality. The lens of critical social theory, critical pedagogy, critical multiculturalism, cosmopolitanism, and other social justice discourses helped me conceptualize this new pedagogical framework.
The goals of CGP are to engage students with critical dialogue about global social issues beyond direct community; to develop critical consciousness of learners, by investigating and engaging with key questions toward the development of self-reflexivity; and to engage educators and learners with action and praxis for global civil engagement and building global civil community. CGP highlights the role of creative artists, forwardthinking educators, and practitioners. Through this new framework, I hope that teachers and researchers can address hegemonic concerns of economic, social, and cultural inequity in global settings, exercising the creative and communicative power of art and visual culture in their pedagogical practices. My first CGP project was to put together creative and pedagogical examples of global civic learning and engagement, inviting art educators, artists, and scholars of other fields to share their voices and innovative projects. I sent out the call for papers to develop an edited book: Convergence of Contemporary Art, Visual Culture, and Global Civic Engagement. Many authors sent me excellent proposals to deal with the issues mentioned above. When the book was released (the fall of 2016), 27 authors— including art educators, practicing artists, museum educators, and community activists—shared their theoretical investigations, projects, and inquiries.
local and the global, expanding their local community issues on a global stage. In the last section, “Globally Connected Learning through New Media and Technologies,” authors shared global civic learning projects that take advantage of new media, networking, and virtual world. With the lens of CGP, I believe that art educators can challenge and problematize neoliberal systems and social inequality in relation to globalization and globalism, developing learners’ critical cosmopolitan mindsets. I also hope that readers initiate and develop their own new and thoughtprovoking projects in order to address ever-pressing global issues and concerns for change and transformation toward civic society where all members of the planet receive due equal human right recognition and dignity in and through art education.
This book contains three sections. In the first section, “Emerging Pedagogical Perspectives and Practices on Global Civic Learning and Engagement,” authors explored and discussed educational theories, research, and art-based responses toward global civic society. The second section, “Local to Global: Engaging Community as Global Learning Sites,” contains chapters in which the authors made thoughtful and insightful connections between the
Maria Lim AAC Chair. Associate Professor of Art Education, School of Art, College of Visual and Performing Arts, The University of North Carolina Greensboro. E-mail: [email protected] Kevin Hsieh Columnist. Association Professor of Art Education, The Ernest G. Welch School of Art & Design, Georgia State University. E-mail: [email protected] 26
NAEA NEWS
Vol. 59, No. 5, October/November 2017
