Speculative Fiction's Contribution to Contemporary Understanding: The Handmaid Art Tale

Keifer-Boyd, Karen; Smith-Shank, Deborah L.

doi:10.1080/00393541.2006.11650490

Cited by 11 publications

(5 citation statements)

References 14 publications

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“…Speculative fabulation was especially used to expand students' understanding of gendered systems (Truman, 2019) and to teach issues of race, class, and poverty in an intersectional manner (Ellis and Martinek, 2018). Moreover, speculative fabulation has been considered as playing an important role in addressing social justice and climate change (Adami, 2019), cultural consumption and social inequalities (Keifer-Boyd and Smith-Shank, 2006), immigration and international relations (Boaz, 2020), ethnocentricity and otherness (Washbourne, 2015), etc.…”

Section: Using Speculative Fabulation In Teachingmentioning

confidence: 99%

Teaching time as a social imaginary. Using speculative fabulation to deconstruct the hegemonic temporalities of modernity

Preda

Matei

2023

Time & Society

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In this paper, we discuss our experience in teaching time to university students. Our analysis suggests that students’ sociological imagination and fictional creativity might be used as means to deconstruct the hegemonic temporalities of modernity. Specifically, we exemplify our claims by considering a set of classroom activities that use speculative fabulation in order to make students question key assumptions about the objective nature of time. The activities we discuss are based on an original combination of exposure to cultural products, reflective writing exercises, and moderated group discussion, thus opening up new horizons of temporal experimentation, exploration, and interpretation. Our activities invite students to imagine alternative temporalities that are decoupled from prevalent mindsets and challenge the taken-for-granted assumptions about the temporal worlds. The assignments are designed as imaginative scenarios, in which students are asked to question the universal, commodified, and absolute notion of time while becoming familiar with the work of relevant thinkers in sociology and anthropology. Based on our results, we conclude that speculative fabulation holds a strong emancipatory potential and is able to bring about significant changes in how students think about time, because it promotes more empowering and meaningful ways of engagement with the world.

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Section: Using Speculative Fabulation In Teachingmentioning

confidence: 99%

Teaching time as a social imaginary. Using speculative fabulation to deconstruct the hegemonic temporalities of modernity

Preda

Matei

2023

Time & Society

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“…As we eagerly shape‐shift art education to better align with societal trends, the broader context of these mandates should give us pause. This brings to mind the accusation that art education was the handmaiden to social studies that apparently has been occurring for close to a century (Keifer‐Boyd & Smith‐Shank ). Have we not for some time now been labouring under another master that we are caught up in perpetuating with little to no collective or sustained pushback?…”

Section: Apolitical Art Educationmentioning

confidence: 99%

NGO Art Education

Kalin¹

2017

Int J Art Design Ed

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How is art education being put to use today? To explore this provocation, I read between the lines of teaching for civic literacy through visual arts education in the United States as mandated by the Partnership for 21st Century Skills. I consider an art education of social practice's utility within this mandate. In order to accomplish this, I describe artist Rick Lowe's Trans.lation: Vickery Meadow social sculpture project and then analyse this through a service aesthetics’ lens and neoliberal motives. In the process of overlaying social practice within the Partnership for 21st Century Skills as a model for visual arts and citizenship education toward globally competent graduates, I articulate the possible limitations of such micro‐utopian ventures for art education that amount to NGO‐esque art, making the case that these efforts, while facilitating a feeling of civic engagement, only further intensify the depoliticisation of art education acting as a form of Rancière's better police in reasserting the neoliberal status quo. I sound a cautionary note about such a pragmatic turn risking the exacerbation of our collective interpassivity through aligning art education too closely to our apparent use value for late capitalism.

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“…As such, we might understand a motivation to semiotically analyze myths as a desire to trace and deconstruct relationships between form and meaning, between two forms of myth, and so on. Scholars in art and visual culture education have effectively employed the study of myths and mythology through methodologies such as semiotic analysis and feminist readings, and to explore the relationships between origins of form and their meanings, and the naturalization of values in society and in the field of art education (Bowers, 1990;Garber, 1992;Keifer-Boyd & Smith-Shank, 2006;Metcalf & Smith-Shank, 2001;Smith-Shank, 2001;Smith-Shank & Schwiebert, 2000). Deleuze and Gauttari (1987), in articulating the concept of becoming, address a concern similar to Barthes's about the way meaning and identity are understood as being a function of the past, and as being completed rather than a constant process of re-evaluation and confirmation.…”

Section: Mythical Beings and Originary Storiesmentioning

confidence: 99%

Mythical Beings and Becoming: Emerging Identities of Art Educators in India

Sharma

2015

Journal of Cultural Research in Art Education

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This essay layers the theoretical concepts of myth (Barthes, 1972) and becoming (Deleuze and Guattari, 1987) to examine how we might produtively read the identity of contemporary Indian art educators2 in order to understand the landscape of art education in India in a nuanced manner. Interpreting narratives of Indian art educators through the mythical concept of Laxmana-rekha, the concepts of myth and becoming are applied to make visible connections between Indian art educators’ choice of profession as influenced by social constructions of gender. The concept is also used to understand ways in which we receive and perceive the lessons of cultural mythologies in contemporary contexts of perceiving and constructing perceptions of art education.

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Speculative Fiction's Contribution to Contemporary Understanding: The Handmaid Art Tale

Cited by 11 publications

References 14 publications

Teaching time as a social imaginary. Using speculative fabulation to deconstruct the hegemonic temporalities of modernity

Teaching time as a social imaginary. Using speculative fabulation to deconstruct the hegemonic temporalities of modernity

NGO Art Education

Mythical Beings and Becoming: Emerging Identities of Art Educators in India

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