Related Papers
Canadian Geographer / Le Géographe canadien
Intimate colonialisms: the material and experienced places of British Columbia's residential schools
2007 •
Sarah de Leeuw
Finding Home: Knowledge, Collage, and the Local Environments
2006 •
Kathleen Vaughan
Art/Research International: A Transdisciplinary Journal
PATTERNS REPEAT: TRANSFORMATION THROUGH CREATIVITY IN RESEARCH ABOUT LAND AND COLONIALISM
2019 •
Margaret McKeon
Margaret McKeon is an outdoor educator, poet and doctoral candidate in language and literacy education at the University of British Columbia. A person of Euro-Settler ancestry, in her research she is creating poetry and stories about land relationship, ancestral knowledges and colonialism. Abstract: Within arts-based research, creativity becomes methodology. The art-work created may or may not participate in disrupting and renewing our world, may or may not bear its own heart beat. In this reflective and lyrical paper, I explore, in form and content, sacredness in the creative process and its potential for creating transformative works capable of disrupting deep patterns of colonial violence and loss. Sitting with a research question of what it means to "listen" to the land, I story experiences within and outside doctoral studies in which I grow and learn through Western, Indigenous and my ancestral Irish-Celtic teachings.
Proceedings of the 2019 AERA Annual Meeting
Reconciling Colonization: Witnessing, Art, Indigeneity
2019 •
Brenda Trofanenko
International Journal of Education & the Arts
A Home In the Arts: From Research/Creation to Practice or The Story of a Dissertation In the Making, In Action--So Far!.
“What does it mean to ‘find home’?” and “How might an experience and understanding of ‘home’ be represented and enhanced by the art form of collage?” These are the two questions that have been guiding my work and life for several years, in ways this article describes. I outline some basics of my initial formal engagement via my award-winning multi-modal PhD dissertation, Finding Home: Knowledge, Collage and the Local Environments, describing the theories and approaches I propose as a result of this work. I then discuss my first implementation of these ideas in Toronto high school art classes and conclude with an elaboration of the questions’ continuing relevance and viability in my own life and for the young people in my community.
The Canadian Review of Art Education / Revue canadienne d’éducation artistique
Tradition and the contemporary collide: Newfoundland and Labrador art-education history / Le choc de la tradition et du contemporain : histoire de l’éducation artistique à Terre-Neuve-et-Labrador
Heather McLeod
Disrupting colonialism: weaving indigeneity into the gallery in schools project of the Art Gallery of Greater Victoria
2019 •
Tracey Murphy
In 2015, the Truth and Reconciliation Commission made their final recommendations for Canadian society to address cultural genocide: by affirming stories of survivors, taking personal and professional inventory of their practices and making concrete steps to meet the Calls to Action. In particular, the TRC recognized damage done by museums and art galleries to perpetuate colonialism and yet, believed that these institutions could be sites of justice, particularly in relation to arts and artists The Art Gallery of Greater Victoria, an institution steeped in colonialism and under pressure to create accountable relationships with Indigenous communities, began to act by revamping their education program for school age children entitled the Gallery in the Schools art program. My study asked Indigenous artists and educators to contribute their ideas for a new art program. I used a blended research of community based and decolonizing research models, contextualized within decolonizing and ...
McGill Journal of Education
An Arts-Based Curriculum Encounter: What Does It Mean to Live on This Land?
Diane Conrad
Our arts-based curriculum encounter occurred in a graduate course on arts-based research methods. For a class project we engaged in an inquiry on the question: “What does it mean to live on this land?” which we explored through various arts-based activities. The question challenged us to think deeply about our relationship with and responsibilities to the land we occupy. The inquiry raised for us and, in various ways, implicated us in issues around geographical settings, historical contexts, colonization and nationhood, relations as/with Indigenous peoples, Indigenous ways of knowing, relations with the natural environment, exploitation of the land, the environmental crisis, and our own family histories and personal journeys. In this paper, we share the reflective writings of four inquiry participants interspersed with some images from our work together.
Uprooting and Re Routing a Settled Sense of Place Reading Settler Literary Cartographies of Northwestern British Columbia
2021 •
Nicole Brandsma
Heritage Alternatives at Sites of Trauma: Examples of the Indian Residential Schools of Canada
Anna Brace
