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Knox College Faculty Development Resources
Art and Art History
Cheang, Sarah, and Shehnaz Suterwalla. “Decolonizing the Curriculum? Transformation, Emotion, and Positionality in Teaching.” Fashion Theory: The Journal of Dress, Body & Culture 24, no. 6 (September 2020): 879–900.
From the abstract: "This paper analyses experimental teaching within the MA History of Design program at the Royal College of Art, London, which aimed to explore decolonial praxis while training postgraduates to critique fashion historiography. The ambition was also to broaden students' perspectives toward deeper reflexivity and wider professional development. We argue that the dismantling of Eurocentric bias and critiquing of institutional systems involves an uncomfortable unpicking of accustomed structures of knowledge that is both the ground zero and the end goal of decolonial histories. In modeling more collaborative modes of teaching, learning and writing, we suggest what a decolonized practice could look like for fashion studies, and the importance of emotion and position within a transformational potential."
Gayed, Andrew, and Siobhan Angus. “Visual Pedagogies: Decolonizing and Decentering the History of Photography.” Studies in Art Education 59, no. 3 (2018): 228–242
Available via EBSCO.
From the abstract: "This article proposes methodologies for teaching an undergraduate survey course within the history of art that integrates non-Western and Indigenous knowledge."
Hodge, Christina J. “Decolonizing Collections‐Based Learning: Experiential Observation as an Interdisciplinary Framework for Object Study.” Museum Anthropology 41, no. 2 (Fall 2018): 142–58.
Available via EBSCO.
From the abstract: "This paper introduces a structured interdisciplinary framework for collections‐based learning. The scaffolding combines visual analysis and multisensory material properties analysis with anthropological understandings of culture, context, and materiality. It is proposed in critical response both to visual approaches of art history/critique and to new materialist approaches that elevate the physical properties of matter."
Thapalyal, Ranjana. “Expanding the Curriculum.” Art Monthly, no. 432 (January 12, 2019): 6–9.
From the article: The author, "argues that for the curriculum to be truly decolonised, a more interdisciplinary method of teaching must be adopted – perhaps a new approach informed by the research-based practices of artists such as Ashanti Harris, Bouchra Khalili and Alberta Whittle."