Plazabilities for Art Education: Community as Participant, Collaborator & Curator

In the following article, a plaza metaphor and theories of plazability are applied to the recent work of three Other art educators to acknowledge, examine and articulate a refreshed vision for an art education based in community pedagogy which expands possibilities, builds community, and uses art to work for social change. Examples suggesting such achievements in creating plazability include work from a community artist backed by a visionary community arts foundation, a progressive cultural museum director and staff, and a contemporary artist each actively engaging the community in diverse ways. The innovative and community grounded practice and philosophies of these Other art educators suggest new possibilities for art teaching and learning through making a transfer to collective authority in the art classroom and call for the creation of new discursive spaces within art education practice

Community Pedagogy in Idaho

The following pages chronicle a diverse collage of recent un(becoming) and becoming events from arts policy realms, as well as issues, events and programming in the Idaho arts community. Throughout the narration and description, critical analyses of these actual events, and the articulated and sometimes hidden pedagogies of these situations are measured against the criteria of community pedagogy. Rather than examining un(becoming)/becoming as a simple binary, the complexity of evaluating these events as either or both is presented when appropriate. Strong motivation to recognize social change and justice efforts through exercised community pedagogy nonetheless leads the evaluation and analysiS. Local unbecoming tales exemplify challenges to be undone in Idaho, if a truer, and more holistic art education practice is to fully experience its own becoming

(PR)OBAMA ART & PROPAGANDA: UN(PRECEDENT)ED VISUAL COLLECTIONS OF HOPE, PROGRESS AND CHANGE? [Book Review]

Three of these books chronicle visual collections celebrating the nomination, candidacy, and election of Barack Obama. The fourth book explores one particular image from this Obama art movement. Together they document the recent outpouring of fine art, street art, graphic design and other visual work presented and distributed by artists, exhibitions, the Internet and other digital means, and establish a foundation for socially concerned inquiry, and for creating related art education opportunities

Arts-Based Educational Research as a Site for Emerging Pedagogy and Developing Mentorship

Highlighting mentoring roles while relaying accounts of arts-based educational research (ABER) practice, we present a personal and conceptual narrative of emergent epistemological and pedagogical understandings encountered during dissertation journeys. Juxtaposing narratives with dialogue, we share postresearch reflexive work, and present a praxis-oriented discussion of ABER. We discuss implications for art education pedagogy, research, and leadership in the context of professional and personal development fostered through mentorship during this transformative ABER experience

Bitter Milking Art Education? (Re)orienting, (Re)deeming, (Re)claiming, (Re)presenting M(other)work in Art Education

Reviewing the existing literature of women and/or mothers in academic roles paints a pretty grim picture. Even worse is the prediction for success that shies far from optimistic. Some inequities in higher education need to be considered: women lag behind their male counterparts in tenure status, promotion to full professor, and salary. Overall, considering all full-time faculty at all types of institutions, women earn about 80 percent of what men earn ( Inequities Persist , 2005, p. 1). The adherence to Family Medical Leave Act provisions or other familial and maternal related leave are inconsistent across academia and, even in their most generous states, are still inadequate. Inequity in higher education is not an insignificant issue; the intellectual, institutional, and cultural practices and structures inhibit women from committing to their graduate studies and succeeding in their academic careers (Evans & Grant, 2008; Hile Basset, 2005; Lynch, 2008; Mason & Ekman, 2007; Mason & Goulden, 2002; O\u27Brien, 2007; Pillay, 2009; Sorcinelli, 1992; Stockdell-Giesler & Ingalls, 2007; Tierney & Bensimon, 1996). When engaging women in higher education in a conversation about their academic paths, achievement, and difficulties, gender-based biases are frequently brought up as constant inequities

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Mothering Curricula

This article attends to revealing complicated, intersecting, and symbiotic relationships of mothering, academia, and art education practice. The authors seek to articulate rhizomatic interconnections through their narratives and art, attempting to make sense of what it means to educate, nurture, and care within a location of power, in the symbiotic entanglement that ensues, through understanding the transformation that happens when the authors studied personal educational experiences within the context of motherhood. A description of practicing curricula from the perspective of m/otherwork--the intertwining of motherhood and scholarship in its various forms--is conceptualized through three distinctly different lenses encompassing various stages of experience of being mothers and art educators

The challenge of establishing, growing and sustaining a large biobank. A personal perspective

Laboratory medicine professionals have a unique understanding of the wealth that biological samples bring to clinical research, and of the need for quality standards for the collection, transportation, storage and analytical phases. The expertise of laboratory physicians and scientists also adds value to the interpretation and publication of the results of clinical research studies. This is an account of the evolution of over thirty five years of the Biobank/Clinical Research Clinical Trials Laboratory at one Canadian health sciences centre. The logistical, financial, and quality management challenges are presented in growing from a small-scale facility to one that now stores three million well-characterized samples from more than seventy countries, representing five continents and five major ethnic groups. This is an account of a journey, it is not intended as a guide as to how to create an ‘ideal’ biobank. Collaboration, collegiality, consistency, creativity and clinical collaborators, are the keys to progress, but there must first be a vision, one that can expand to embrace new opportunities