It's All About Discussion…and Drawing Simultaneously
As an artist, I've always been drawn to artistic research. But as a teacher, I've come to appreciate the more holistic approach of a/r/tography since it's less focused on the artistry of the outcome and more focused on the ethnographic research processes of thinking with theory through art, collaboratively (Irwin, 2018: 156). But, can the entanglements of a multiplicity of voices in non-verbal ways of communicationcreate ethical conflicts while challenging power positions in the research?
The artistic-pedagogical-hybrid practices can indeed be used in art as a subject at multicultural middle schools to address intersectional discrimination and climate change. But the curriculum as a continuum is what articulates the transferability of content through the art lessons. These practices matter to open and continue dialogues so the students can have a wider perspective of how intersectional discrimination is structured and what are the connections with climate change. Drawing with teens seems to be an effective strategy and tool for the artographer.
There is also the challenge of acknowledging the geopolitical context and teacher training as a boundary that has to be overcome to address these issues. An anti-racist curriculum can not be centered in Western values, an introspection reviewing our privileges should be the first step to design the pedagogical approaches. The role of the researcher can provide the teacher with pillars from where teaching can happen. At the same time, to keep the conversations open, the role of the artist can look beyond the curriculum and see how to reach the community in its wider sense. In other words, to think out of the formal education box, beyond the school walls.
Artistic-pedagogical-hybrid practices at multicultural middle schools provide art teachers with an understanding of their power positions if they can articulate their practice grounded in artistic research and a/r/tography. But to what extent do teachers have time to conduct research? How are also teacher training programs preparing teachers to teach in multicultural schools and what is their understanding of using contemporary art as a tool for social change?