The shapeshifting and boundary crossings of socially engaged art

Socially-engaged art practices are understood to borrow from several disciplinary territories where they coexist and cross over into contexts that, in the process of engaging in civic work and quotidian actions, occlude their identity as art and aesthetic practices. The article examines the complications arising from these overlapping ontologies through a socially engaged project where the author acts and performs as an artist-scholar-facilitator, adopting, alongside the participants, multiple identities that are dependent on changing perspectives and conditions. Arguing for a different ethical orientation to research, the inquiry into this community practice further interrogates the wrangle between the expectations that symbolic capital is accrued by artists engaged in these practices and the invisible agency of quiet activism that offers potent alternative forms of resistance.Accepted manuscrip

Thinking in, through, and with art: challenges, discoveries, and knowledge construction in graduate arts-based research

This panel presentation composed of instructors will discuss the design and experience of the collaborative facilitation of an arts-based research capstone course created in 2018 for an online graduate program in Art Education. Guided by the question,” in what ways were our students invited to explore, embed, and integrate the arts in their research?” we will discuss how the course design functioned as a creative map that provided direction yet allowed a flexible structure for student guidance. We will elaborate on the artistic and epistemological challenges students encountered in contextualizing their practice within a broader research sphere. As they worked, they aimed at maintaining “internal consistency and coherence that represent[ed] a strong and seamless relationship between purpose and method” (Cole & Knowles, 2008. p.67). Examples of students’ artistic research will illustrate the concepts presented.https://www.a2ru.org/resources/thinking-in-through-and-with-art/Published versio

A pedagogy of presence: attending to context, process, being, and belonging

This work is protected by copyright. Per publisher request, downloading is restricted to the BU community: please click Download and log in with a valid BU account to access.Accepted manuscrip

25. Blind Curves or Open Roads? Student Leaders Speak on the Future of Canadian Post-Secondary Education

In working to build a better, more just future, post-secondary institutions play a crucial role in shaping the students of today and tomorrow. Many institutions already employ a number of innovative programs aimed at broadening students’ horizons. We can now look forward to seeing these initiatives grow. As students, we outline our views on some of the challenges and possible avenues for change in post-secondary education. Efforts to strengthen student leadership, optimize experiential learning, and develop a more holistic educational approach are important. Current challenges to post-secondary education lie within aspects of accessibility, funding, relationship disconnect, and segregated educational approaches. Strengths and challenges encountered within post-secondary education can frame learning boundaries to be deconstructive or constructive. Both boundary modalities can play important roles in designing the future of post-secondary education in Canada.