Rethinking learning contexts through the concept of atmosphere and through contemporary art

Bonastra, Quim; Jové, Glòria

doi:10.1080/03098265.2021.1902959

Cited by 3 publications

(2 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It usually lasts 2 days, takes place annually, and shows how learning with contemporary art permits generating reflective, inclusive and critical pedagogical practices (Gutiérrez‐Ujaque & Jeyasingham 2021). We do so by taking participants (university lecturers) to different (initial) learning contexts (Bonastra & Jové 2021). In the case of our city – Lleida (Spain) – these alternative learning contexts are local heritage monuments, architectural and urban sites, museums and art centres.…”

Section: Discussion Of the Learning Experience Case Studymentioning

confidence: 99%

“…Ultimately, operating within a Critical Pedagogy of Place perspective, as lecturers we encourage undergraduates to dare to imagine and develop critical situated and experience-based learning models capable of altering the spaces in which they develop and turning them into places where they can grow, learn and improve lived experiences (Bonastra & Jov e 2021). In line with this Critical Pedagogy of Place perspective, the loan of consciousness offered by And ujar led students to find out more about how public subsidies are allocated.…”

Section: "Shelter For Seasonal Workers Now!"mentioning

confidence: 99%

See 1 more Smart Citation

From Hybrid Spaces to In‐between Spaces: A Journey with Contemporary Art and Situated Knowledge

Monclús¹,

Gutiérrez-Ujaque²,

Bonastra³

et al. 2022

Int J Art Design Ed

Self Cite

View full text Add to dashboard Cite

Theoretical knowledge taught in the classroom forms the bulk of lectures in Initial TeacherTraining today. Persuaded that knowledge constructed in the community ought to permeate Teacher Training, Zeichner has developed the notion of Hybrid Spacea space for reflection, training and educational improvement where the background of academic/ professional knowledge merges to create new learning opportunities, and where the voices of all participants emerge inclusively. Drawing on but also nuancing Zeichner's Hybrid Space, this paper examines how (1) incorporating working with (in, about, through) contemporary art into our teaching, and (2) putting this pedagogical approach into play by means of situated learning contexts that work with and in the community offers the opportunity to create an innovative teaching approach. This innovation takes the form of transdisciplinary and nomadic learning inputs that operate within an in-between space and result in unique and unrepeatable learning experiences for all the participants involved.

show abstract

Section: Discussion Of the Learning Experience Case Studymentioning

confidence: 99%

Section: "Shelter For Seasonal Workers Now!"mentioning

confidence: 99%