Nora Landkammer
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3 – Path: Reflexive Pedagogies/Critical Literacies
The Learning Units designed by the Kampala, Zurich and Maseru working groups emanate from different working contexts though they are related as kin in that each of them deploys exercises to encourage participants to understand that the texts and media we confront in our lives are never neutral, rather they are imbued with particular positionalities,…
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2 – Path: “The artist” – “the child” – “the native”
This path is based on research into the discursive co-constitution of the triad of “the artist” – “the child” – “the native” and its historical connections to colonialism and mechanisms of exclusion. This triad relies on a gaze which is characterized by a simultaneous act of othering and idealization: it admires those who have not…
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1 – Path: Working with images
In most respects, working with images (whether still or moving) is one of the older modalities of art education, but the preponderance and sheer volume of sensate triggers that presently confront the contemporary beholder call upon much more than scanning and taking in the visual field. The learning units that take on this mode of…
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PEDAGOGY AND CRITICISM OF CAPITALISM IN WEST BERLIN FROM 1969
1970, West Berlin. At the height of the Cold War, three years after the revolts staged by students, particularly in Paris, Frankfurt, and (West) Berlin, the publisher Basis Verlag started calling itself a socialist collective. The name of the publisher “Basis Verlag” unmistakably refers to the Marxist pair of terms “base” and “superstructure”. Many of…
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RECONSTRUCTING THE ROUTE IMPORTATION OF GERMAN ART EDUCATIONAL IDEAS
This Learning Unit aims at helping the readers to get a glimpse of the big picture of the importation ofGerman art educational ideas to China in the early 20th century. This big picture includes the importationof Western visual arts, aesthetics and art education before 20th century and the historical, political, social-cultural context
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REENGAGING FREIRE: DECODING AND RE-CODING FREIRE’S “GENERATIVE IMAGES” AND CRITICAL ARTS EDUCATION
How do we engage students or participants of a learning programme in a gallery in discussing an artwork in a critical and potentially emancipatory manner? This Learning Unit proposes to reflect on methods for the critical reading of images by engaging with pictures for learning situations that were created following Paulo Freire’s approach of “generative…
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REENGAGING FREIRE: PAULO & ELZA IN GENEVA
How do we engage students or participants of a learning programme in a gallery in discussing an artwork in a critical and potentially emancipatory manner? This Learning Unit proposes to reflect on methods for the critical reading of images by engaging with pictures for learning situations that were created following Paulo Freire’s approach of “generative…
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REFLECTION OF PRACTICES THROUGH DIALOGUE WITH IMAGES AND WRITTEN CONVERSATIONS – ACTIVATION OF ARCHIVES OF POPULAR EDUCATION
This Learning Unit shows, with the help of a video we as Bogota Working Group produced, a possibility of how to put central concepts of Paulo Freire into a new and present context.