Roots/Routes as Arterial Connections for Art Educators: Advocating for Aboriginal Cultures

Arterial and life connections for art educators. Arteries are muscular vessels carrying blood away from the heart to every part of the body, eventually bringing the blood back to the heart before venturing out again. Metaphorically, these pathways locate the heart as a home from which travel extends, repeatedly, expectantly as life itself. Symbolically, arterial connections pulsate with the notion of art, expressing art through life through art. To many people, and particularly Aboriginal peoples, art translated as cultural performance is found in the very pathways and bloodlines of their geographies and histories. However, these arterial connections are available to all of us, especially art educators, as we come to recognize our own pathways and bloodlines. Sharing stories of lives, cultural roots and routed experiences, illustrates complex identity building in the late twentieth century. In this article I talk about a trip to a Paiwan aboriginal community in southern Taiwan and what I learned from/with these people. I hope this portrayal encourages others to reflect on their travel experiences in ways that may help to make classroom art experiences socioculturally diverse and politically engaged

Sub/versing mentoring expectations: Duration, discernment, diffraction

The three of us have shared co-mentoring relationships over the last decade. Rita was the PhD supervisor for both Natalie and Valerie and while working with them and other PhD students, came to believe that goals are reciprocal in many ways. In this article, we attend to the concept of co-mentoring, an exchange that includes three qualities guiding ongoing artistic, professional and scholarly work. These subversive qualities are described as: a) duration, b) discernment, and c) diffraction. From a practice-based, new materialist lens, we take turns describing how each quality is important to co-mentoring relationships and we provide theoretical and practical examples for each. It is our hope that in considering these qualities, co-mentoring relationships might help us reimagine what is possible among graduate students and faculty members, encouraging co-mentoring relationships in today’s academy

A/R/TOGRAFIA: ENGAJAMENTO COMO FILOSOFIA DE PESQUISA E PRÁTICA PROFISSIONAL

De 20 a 22 de agosto de 2015 ocorreu o 1º Colóquio de Práticas de Pesquisa Baseada em Arte na Educação na Faculdade de Artes do Paraná, Campus de Curitiba II da Universidade Estadual do Paraná/UNESPAR. Na abertura tivemos a palestra da Profa. Dra. Rita Irwin da Universidade da Columbia Britânica, a UBC (University of British Columbia, Canadá), sobre A/r/tografia a qual transcrevemos a seguir visando socializar e ampliar as discussões sobre essa abordagem de pesquisa

A/R/TOGRAFIA: ENGAJAMENTO COMO FILOSOFIA DE PESQUISA E PRÁTICA PROFISSIONAL

De 20 a 22 de agosto de 2015 ocorreu o 1º Colóquio de Práticas de Pesquisa Baseada em Arte na Educação na Faculdade de Artes do Paraná, Campus de Curitiba II da Universidade Estadual do Paraná/UNESPAR. Na abertura tivemos a palestra da Profa. Dra. Rita Irwin da Universidade da Columbia Britânica, a UBC (University of British Columbia, Canadá), sobre A/r/tografia a qual transcrevemos a seguir visando socializar e ampliar as discussões sobre essa abordagem de pesquisa

ARTIST‐TEACHER PARTNERSHIPS IN LEARNING: THE IN/BETWEEN SPACES OF ARTIST‐TEACHER PROFESSIONAL DEVELOPMENT

Artist‐in‐residence programs frequently act as professional development initiatives for teachers. Little understanding of the relational nature of artist‐teacher learning exists. In this article, we discuss Learning Through The Arts TM, describing conflicting expectations as artists and teachers learn from each other, and explore the relationship of artists’ growth and learning to teacher development. Using participants’ narratives, we illustrate existing tensions and challenges for visual art education. We present the need to open spaces for artists to construct new understandings of themselves as teachers in relation to themselves as artists, and for teachers to develop artist selves alongside their teacher selves. Key words: teacher learning, artists as teachers, artists in schools, relational learning, educational dilemmas, beliefs, Learning Through The ArtsTM Les programmes d’artistes en résidence font souvent office d’initiatives de perfectionnement professionnel pour les enseignants. On a peu exploré la nature de la relation entre l’apprentissage de l’artiste et celui de l’enseignant. Dans cet article, les auteurs discutent du programme Apprendre par les artsMC ; ils décrivent les attentes conflictuelles des artistes et des enseignants et explorent le lien entre l’évolution et l’apprentissage de l’artiste et le perfectionnement professionnel de l’enseignant. À l’aide des comptes rendus des participants, ils illustrent les tensions et les défis inhérents à l’enseignement des arts visuels. Ils décrivent le besoin de créer un espace permettant aux artistes de se comprendre eux‐mêmes comme enseignants dans leurs rapports avec leur identité d’artistes et aux enseignants de se développer comme artistes en même temps que comme enseignants. Mots clés : apprentissage chez les enseignants, artistes‐enseignants, artistes à l’école, apprentissage relationnel, dilemmes pédagogiques, croyances, Apprendre par les art

ARTS‐BASED EDUCATIONAL RESEARCH DISSERTATIONS: REVIEWING THE PRACTICES OF NEW SCHOLARS

With this review, we explore the practices of arts‐based educational research as documented in dissertations created and written over one decade in the Faculty of Education, University of British Columbia. We compile and describe more than thirty dissertations across methodologies and methods of inquiry, and identifiy three pillars of arts‐based practice – literary, visual, and performative. In this review, we trace the beginnings of a new stream of practice that is interwoven in some of these dissertations and underpins many of them: the methodology of a/r/tography. Four attributes underpin this collection of dissertations: a commitment to aesthetic and educational practices, inquiry‐laden processes, searching for meaning, and interpreting for understanding.  Les auteurs explorent les pratiques ciblées et analysées dans les recherches en éducation axées sur les arts, notamment dans les thèses réalisées au cours d’une décennie à la Faculté des sciences d’éducation de l’University of British Columbia. Ils ont compilé et décrit plus d’une trentaine de travaux faisant appel à diverses méthodologies et protocoles de recherche et identifié trois grands axes en matière de pratiques axées sur les arts – littéraire, visuel et de performance Dans ce tour d’horizon, les auteurs retracent les débuts d’une nouvelle approche qui apparaît dans certains des travaux et qui sert même de fondement à un grand nombre d’entre eux : la méthodologie de l’a/r/tographie. Cet ensemble de travaux présente quatre caractéristiques communes : une importance accordée aux pratiques esthétiques et pédagogiques, des processus axés sur la recherche, une quête de sens et un souci d’interprétation en vue de comprendre.

Immunoglobulin G from bovine milk primes intestinal epithelial cells for increased colonization of bifidobacteria

peer-reviewedAbstract A bovine colostrum fraction (BCF) was recently shown to enhance the adherence of several commensal organisms to intestinal epithelial cells through modulating the epithelial cell surface. In this study, the main components of the BCF were examined to investigate the active component/s responsible for driving the changes in the intestinal cells. The adherence of various bifidobacteria to HT-29 cells was increased when the intestinal cells were pre-incubated with immunoglobulin G (IgG). Modulation of the intestinal cells by IgG was concentration dependent with 16 mg/mL IgG resulting in a 43-fold increase in the adhesion of Bifidobacterium longum NCIMB 8809 to HT-29 cells. Periodate treatment of colostral IgG prior to performing the colonization studies resulted in a reduction in the adhesion of the strain to the intestinal cells demonstrating that the glycans of IgG may be important in modulating the intestinal cells for enhanced commensal adhesion. IgG isolated from mature milk also resulted in significant increases in adhesion of the Bifidobacterium strains tested albeit at reduced levels (3.9-fold). The impact of IgG on the HT-29 cells was also visualised via scanning electron microscopy. This study builds a strong case for the inclusion of IgG ingredients sourced from cow’s milk in functional foods aimed at increasing numbers of health promoting bacteria in the human gut