A Framework for Teaching about Culturally Sensitive Art Education in a Global World based on an NAEA Handbook for Teachers

Abstract

the call for proposals, it was explained that the notion of 'learning through art' might be broadly interpreted but should focus primarily on the visual (rather than, for example, dance, drama or music). We further noted that the term 'art' should be viewed as embracing crafts, indigenous making, design, media and product or service design. In addition, we suggested that authors might reflect on some key issues, and cited the following examples:• The extent to which Read's ideas are relevant to education in the 21 st century.• The role of teaching and learning visual arts in either formal or informal contexts.• Current educational praxis in the fields of arts, design, visual culture and craft education across the world.• Research methods and contemporary arts, crafts & design practices.• The relationship between education, design, craft and contemporary visual arts.• Pedagogical issues in the field of arts, craft, design and visual culture.• The value of education through art for a sustainable future.• The contributions of visual art educational practices arts, for peace and sustainable education.• Future directions for education through art. We were overwhelmed by the response to the call and received many more proposals than it was possible to include and, unfortunately, we had to decline many otherwise excellent manuscripts. Following the call, our Academic Review Panel evaluated the proposals and selected authors were invited submit full drafts. The draft chapters (or visual essays) were then subjected to double-blind peer review and this book is the result of that process.The opening chapter, from England, is a case in point -an essay with no abstract or keywords. Dennis Atkinson provides us with an essay that challenges us as art educators to consider • How education through art is changing, or has changed, since Read published Education through Art in 1943.

Relate North #9

“…The impact of Western civilization is getting stronger, and old traditions are giving way and blending into a new world (Ford et al, 2020;Freeman, 2000;Nuttall, 2000;Rees et al, 2007). In the field of art education, Indigenous issues have been addressed by Manifold et al (2019). In the Sámi region of Finland, Hiltunen (2009) has developed methods of community-based art education, and Keskitalo (2010) has pointed out the need for culturally sensitive education reform for Sápmi.…”