Staikidis and Ballengee-Morris _Transforming Our Practices: Indigenous Art, Pedagogies, and Philosophies
Call for Chapters:
Transforming Our Practices: Indigenous Art, Pedagogies, and Philosophies
As a field that has the unique mission of helping budding artists, teachers, students, and researchers embrace all ways of knowing, what might we learn from indigenous research methods, pedagogy, and contemporary art practices? And how might we approach Native cultures differently if we studied contemporary Native artists as agents of social change who have important stories to tell, research as a connecting and emancipatory practice, and teaching as holistic and egalitarian? In art education we have often misunderstood the multiple cultures we attempt to study with our students from kindergarten through higher education. Grande (2004) asserts that matters of indigenous people and Indian education have been largely ignored. Indigenous ways of knowing have been under examined in art education as well. Our research methods, pedagogy, and study of studio practice are toooften rooted in a Western paradigm. This book, in its initial phase, hopes to lead us through new artistic and scholarly terrains led by indigenous perspectives, which are deeply needed as counter narratives in art education. This book will bring theoretical, critical, and practical approaches connected to indigenous ways of knowing to the fore.
We propose to honor the First voices of Native artists and scholars, who present us with their ideas, which we will then apply through examples of research and teaching in our field. The text is comprised of three major sections, each with a lead essay and a separate focus: indigenous research methods, pedagogy and curriculum, and studio practices. Each section will be headed up by an indigenous scholar such as: Art: Paul Chaat Smith; Research: Sonia Atalay; Pedagogy: Charlene Teters. Following the lead essays, there will be a series of articles that illustrate the application of the methods and philosophies presented in each section through case studies, curricular examples, and classroom practices. We seek essays reflective of indigenous perspectives from indigenous and non-indigenous artists, educators, and scholars within art education. We hope that this book creates a space for sharing conversations, for learning truths and wisdom through ideas of Native artists, researchers, and educators.
This book will serve as a reference, a model, and hopefully a spiritual source for hardworking and dedicated educators who wish to inform and expand their knowledge about Native ways of knowing, artistic practices, and philosophies. It is our desire to be inclusive. Characteristics of indigenous research take into consideration notions of community, balance, peaceful ways of resolving differences, listening, talking, consensus, being of good mind, circle as paradigm, reciprocity, and a way of thinking that goes beyond concepts of hierarchy and either/or, taking spirituality and the mystery in all things into consideration (Steinem in Mankiller, 2011).
We are looking for two types of essays—please indicate at the top of the abstract, the type of essay you are proposing, as well as possible images (up to 5).
1. Consider a short essay (5 pages) in a narrative form that illuminates an experience, outcomes, and transformed practices.
2. Full manuscript (12-15 pages) that not only includes the above but also positions the narrative within theoretical frameworks and a critical analysis that addresses any of the areas mentioned above.
Please send one-page abstract, contact information via e-mail to both email@example.com and firstname.lastname@example.org by March 15th, 2013. We will contact you as soon as possible regarding our next steps.
Thank you in advance,
Kryssi Staikidis and Christine Ballengee-Morris
Grande, S. (2004). Red pedagogy. New York: Rowman & Littlefield.
Mankiller, W. (2011). Every day is a good day: Reflections by contemporary indigenous women. Golden,
CO: Fulcrum Publishing.