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Unpacking the Canon Within: Using Phenomenological Art Inquiry to Decolonize

image of Unpacking the Canon Within: Using Phenomenological Art Inquiry to Decolonize

This chapter examines how a phenomenological approach to art can be taught as a larger practice of art inquiry, in which the viewer learns to perceive the artist’s cultural horizon in relation to their own as a practice of decolonization.

Keywords: art education ; decolonial literacy ; decolonization ; dialogic encounters ; education ; Indigeneity ; Indigenous ; Indigenous education ; museum education ; reconciliation ; transformative learning

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Unpacking the Canon Within: Using Phenomenological Art Inquiry to Decolonize
Intellect , 95 (2024); https://doi.org/10.1386/9781789389166_8
/content/books/9781789389166.c07
/content/books/9781789389166.c07
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References

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References

  1. Ames, M. M. (2007). Cannibal tours and glass boxes: The anthropology of museums. UBC Press.
     [Google Scholar]
  2. Assu, S. (2015). Skeena, beam me up! [Digital intervention on an Edwin Holgate painting (Totem Poles, Gitsegyukla, 1927)]. Collection of the artist.
  3. Battiste, M. (2000). Maintaining Aboriginal identity, language, and culture in modern society. In M. Battiste (Ed.), Reclaiming Indigenous voice and vision (pp. 192–207). UBC Press.
     [Google Scholar]
  4. Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Purich.
     [Google Scholar]
  5. Cajete, G. (1994). Look to the mountain: An ecology of Indigenous education. Kivaki Press.
     [Google Scholar]
  6. Cardinal-Schubert, J. (2003). Flying with Louis. In L. A. Martin (Ed.), Making a noise! Aboriginal perspectives on art, art history, critical writing, and community (pp. 26–49). The Banff Centre, co-published by the Banff International Curatorial Institute.
     [Google Scholar]
  7. Cohen-Miller, A. S. (2018). Visual arts as a tool for phenomenology. Forum, Qualitative Social Research, 19(1). https://doi.org/10.17169/fqs-19.1.2912
    [Google Scholar]
  8. Cote-Meek, S. (2014). Colonized classrooms: Racism, trauma and resistance in post-secondary education. Fernwood Publishing.
     [Google Scholar]
  9. Dewey, J. (1934). Art as experience. Perigree.
     [Google Scholar]
  10. Dion, S. D. (2009). Braiding histories: Learning from Aboriginal peoples’ experiences & perspectives. UBC Press.
     [Google Scholar]
  11. Duncan, C. (1991). Art museums and the ritual of citizenship. In I. Karp (Ed.), Exhibiting cultures: The politics and poetics of museum display (pp. 88–103). Smithsonian Institution.
     [Google Scholar]
  12. Freire, P. (1993). Pedagogy of the oppressed (Rev. ed.). Continuum. (Original work published 1970)
     [Google Scholar]
  13. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge Press.
     [Google Scholar]
  14. Ihde, D. (1986). Experimental phenomenology: An introduction. Suny Press.
     [Google Scholar]
  15. Kirchberg, V. , & Tröndle, M. (2015). The museum experience: Mapping the experience of fine art. Curator: The Museum Journal, 58(2), 169–193. https://doi.org/10.1111/cura.12106106
    [Google Scholar]
  16. Martin, L. A. (2003). Wordplay: Issues of authority and territory. In L. A. Martin (Ed.), Making a noise! Aboriginal perspectives on art, art history, critical writing, and community (pp. 102–107). The Banff Centre/Banff International Curatorial Institute.
     [Google Scholar]
  17. Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58–63.
     [Google Scholar]
  18. O'Neill, S. (2009). Revisioning musical understandings through a cultural diversity theory of difference. Exploring Social Justice, 4, 70–89.
     [Google Scholar]
  19. van der Schyff, D. (2016). Phenomenology, technology and arts education: Exploring the pedagogical possibilities of two multimedia arts inquiry projects. Interference: A Journal of Audio Culture, 5. http://www.interferencejournal.org/phenomenology-technology-and-arts-education-exploring-the-pedagogical-possibilities-of-two-multimedia-arts-inquiry-projects/
    [Google Scholar]
  20. Zembylas, M. (2018). Affect, race, and white discomfort in schooling: Decolonial strategies for “pedagogies of discomfort.” Ethics and Education, 13(1), 86–104. https://doi.org/10.1080/17449642.2018.1428714
    [Google Scholar]

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