Post-approaches to education and the arts: Putting theories to work in arts educational practices

Jusslin, Sofia; Bodén, Linnea; Magnusson, Lena; Østern, Tone Pernille

doi:10.23865/jased.v6.4017

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…Editorial: Arts Education in a More-Than-Human World negotiate, provoke, and respond to the unfolding of events. By working 'in the midst' (as Rotas in this issue refers to Manning, 2016), posthumanist arts education sets in motion new becomings as well as new forms of co-learning and co-creation that go beyond representation (Hickey-Moody & Page, 2015b; Jusslin et al, 2022;Rousell & Fell, 2018).…”

Section: Research In Arts and Education 2/2024mentioning

confidence: 99%

Editorial: Arts Education in a More-Than-Human World

Ylirisku,

Slotte Dufva,

Snellman

2024

RAE

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"Once upon a time, in a world where change danced on the horizon like leaves in the wind, there were art teachers, artist-pedagogues, artists, and art educational researchers, who read themselves into the posthumanist theories. Or maybe they engaged with the key ideas of these theories through their colleagues, or from random YouTube videos. Or maybe they ended up following the call of vital materialities, or became attracted by encounters with other-than-human species (clicks of cameras capturing fleeting moments, water droplets dotting on snow, or the whispers of limpets clinging to rocky shores). In any case, something in the world made them think differently their understandings of learning, pedagogies, art practices and research. This resulted in creative experimentation, rigorous rethinking of existing practices, and negotiating ethical responses to the messy, complex entanglements in the more-than-human worlds."

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Section: Research In Arts and Education 2/2024mentioning

confidence: 99%

Editorial: Arts Education in a More-Than-Human World

Ylirisku,

Slotte Dufva,

Snellman

2024

RAE

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“…So, there is active focus on how material bodies, objects, spaces and environments, combined with human bodies, contribute to emergence of subjectivities, and their related ideas (e.g. Jusslin et al, 2022). In GSO, this means asking how do artworks, technologies, natural environments, sounds, teachers, movements, sciences, children, studios, instruments all enmesh together in the creative process to produce a Global Science Opera, and its related outcomes, ideas, subjectivities, learnings and impacts?…”

Section: Creativity As a Central Tenet -But What Kind?mentioning

confidence: 99%

Global Science Opera: Enacting Posthumanising Creativity

Chappell,

Ben-Horin

2023

JASEd

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This article is a theory/practice positioning paper which applies posthumanising creativity as a conceptual framework for Global Science Opera (GSO) practice, in the context of global education/citizenship and STEAM education. Through this positioning we demonstrate how GSO has potential to help students to globally attend to wicked problems from within education, and how posthumanising creativity might prove a productive way to understand creativity more generally within education. The Global Science Opera (GSO) emerged as a practice in 2014, at the intersection of developing agendas in STEAM (Science, Technology, Engineering, Arts and Maths) education, and global education and citizenship. Since this time GSO has been implemented on a global scale with a remit to explore the interweaving of arts, sciences and technology within a creative and democratic inquiry process which necessarily crosses geographical and other boundaries. The article considers the intersections of posthuman understandings of creativity, STEAM and global education and goes on to articulate GSO in relation to these. This includes discussion of how GSO creative process might be shaped through this positioning and how GSO creative pedagogies might manifest. The article concludes by offering insights into how GSO and posthumanising creativity might symbiotically productively move forward.

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Thinking brainstorming as otherwise in collaborative writing: A rhizoanalysis

Svenlin

Jusslin

2023

Linguistics and Education

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Post-approaches to education and the arts: Putting theories to work in arts educational practices

Cited by 3 publications

References 19 publications

Editorial: Arts Education in a More-Than-Human World

Editorial: Arts Education in a More-Than-Human World

Global Science Opera: Enacting Posthumanising Creativity

Thinking brainstorming as otherwise in collaborative writing: A rhizoanalysis

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