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Education that Matters

Teachers, Critical Pedagogy and Development Education at Local and Global Level

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Edited By Mags Liddy and Marie Parker-Jenkins

Today’s learners are faced with an unprecedented set of global and local development challenges, yet so much of the education on offer is based on yesterday’s thinkers, yesterday’s ideas and yesterday’s lessons. A time of change requires new approaches to teaching and learning which have relevance to learners’ everyday lives now and in the future. This book argues that Development Education needs to be embedded into the curriculum, where it has the potential to strengthen democracy and create a more egalitarian society. It employs the concept of critical pedagogy as a teaching approach which has the capacity to impact on learners’ future decisions.
The book offers a highly accessible and innovative approach to Development Education, challenging teachers to engage with global issues. It demonstrates how knowledge and content, teaching methodologies and global issues can be embedded in education programmes. Drawing on five years of research and practice by leading educators across twelve universities and colleges of education, the book demonstrates the innovative work of the Ubuntu Network project and places it in the international context of rethinking and reorientating education.

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Fiona King 7 Merging the Aesthetic With the Issue

Extract

: Exploring Development Education Through a Visual Arts Lens We need artists of every discipline to use their skills to cast light on our fail- ure of perception and bring the uncertain future alive in our imaginations. — Edwards, 2007 To capture the imagination of today’s learners, educators are faced with the challenge of ensuring that the learning experience is meaningful and representative of the students’ lived experience, in order to enable them to have a sense of ownership and a connection to the process. In the subject of visual art, the learner utilises the imaginative, creative and aesthetic frame of reference that is central fundamental principles and philosophies of the arts. This presents the student of art with a deeply perceptive and cognitive engagement that inculcates an experience, which is both qualitative and concrete (Eisner 2002). The writing of Hof fmann Davis (2008), Ef land (2006), Danver, Steers and Swift (2006), and Eisner (2002), presents a unique lens that identifies the significant and distinctive features of arts-based learning that inculcate an experience for the learner that cannot be replicated in other subject areas. Ef land states that the metaphor is perceived as an ‘essential component of imagination’ and identifies the importance of an art education ‘recognis- ing the metaphoric character of meaning’ as crucial in terms of the edu- cational purpose of the arts (2006: 152–153). He states that today’s learner lives in an environment that is over stimulated by visual imagery. An art education provides the learner with critical...

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