Exploring Art For Perspective Transformation

Exploring Art for Perspective Transformation discusses fundamental theories regarding the emancipatory learning potential involved in artworks. It also provides teachers, as well as adult and museum educators a method of exploring artworks with a view to challenge learners’ assumptions.

Transformative Learning Theory and Praxis examines the multi-faceted nature of transformative learning and transformation theory including its merits, restrictions, and possibilities, and presents carefully chosen international case studies and theoretical approaches that enrich the application of the theory within a wide variety of educational settings. By including new approaches to transformative learning theory, this book provides examples and teaching approaches coming from a variety of disciplines, including higher education, arts, classics, new technologies, and academic development. It bridges the gap between theory and practice to help teachers and adult educators embed potentially transformational techniques in the curriculum. Based on in-depth research, this key title provides a means of measuring and documenting transformative outcomes in qualitative studies of high impact learning experiences, and raises new questions and opportunities for the future development of the field. Transformative Learning Theory and Praxis is a must-read text for anyone interested in the research behind, and applications of, transformative learning and transformation theory, including researchers, students, and policy-makers in the field.

This handbook offers an expanded discourse on transformative learning by making the turn into new passageways to explore the phenomenon of transformation. It curates diverse discourses, knowledges and practices of transformation, in ways that both includes and departs from the adult learning mainstay of transformative learning and adult education. The purpose of this handbook is not to resolve or unify a theory of transformation and all the disciplinary contributions that clearly promote a living concept of transformation. Instead, the intent is to catalyze a more complex and deeper inquiry into the “Why of transformation.” Each discipline, culture, ethics and practice has its own specialized care and reasons for paying attention to transformation. How can scholars, practitioners, and active members of discourses on transformative learning make a difference? How can they foster and create conditions that allow us to move on to other, unaddressed or understudied questions? To answer these questions, the editors and their authors employ the metaphor of the many turns into passageways to convey the potential of transformation that may emerge from the many connecting passageways between, for instance, people and society, theory and practice, knowledge created by diverse disciplines and fields/professions, individual and collective transformations, and individual and social action.

This book brings together interdisciplinary perspectives from across the Asia Pacific region, covering four main sections: 1) Governance, 2) Education and Capacity, 3) Science, Technology, Risk Assessment and Communities, and 4) Recovery. The chapters address different dimensions of Sendai Framework of Disaster Risk Reduction (SFDRR), which are linked to Sustainable Development Goals, as well as Paris Agreement on Climate Change.

This book examines the ideological affinity that can be established between the classical ‘Bildungsroman’ and colonialist ideology on the basis of a literary analysis of ‘Wilhelm Meisters Lehrjahre’—considered by most critics to be the origin of the genre—and ‘Great Expectations’—one of the paradigmatic examples of the development of the Bildungsroman in English literature. This ideological affinity is understood as an example of what the Palestinian critic Edward Said has called a ‘structure of attitude and reference’: the convergence of different cultural manifestations that, although formally independent, contribute to a common purpose. The monograph also undertakes a study of the main characteristics of the classical ‘Bildungsroman’ from a formal and thematic point of view, and an analysis of the relationship between genre theories and Eurocentric discourses.

EXPLORING ART offers the perfect blend between Western and non-Western art tradition. Its content-rich , thematic approach allows professors to select significant and important themes without sacrificing imporant time periods or marginalizing non-Western art due to time constraints. EXPLORING ART combines both traditions and presents them in a relevant and understandable way. Truly global, EXPLORING ART provides students with a richer and more culturally relevant understanding of art than any other comparable art appreciation text.

Art is a multi-faceted part of human society, and often is used for more than purely aesthetic purposes. When used as a narrative on modern society, art can actively engage citizens in cultural and pedagogical discussions. Convergence of Contemporary Art, Visual Culture, and Global Civic Engagement is a pivotal reference source for the latest scholarly material on the relationship between popular media, art, and visual culture, analyzing how this intersection promotes global pedagogy and learning. Highlighting relevant perspectives from both international and community levels, this book is ideally designed for professionals, upper-level students, researchers, and academics interested in the role of art in global learning.

The application of theory to practice in addressing social transformation still has a lot of room for growth and improvement. This is also true of theory being informed by practice. Too often, there are gaps between what is studied in the academy and what is needed in the field. The academy develops theories in isolation from the everyday lives of people, especially in post-conflict environments. Communities seeking innovative ways to address their social needs can benefit from the learning of theories and research conducted within academia. At the same time, these methods need to be relevant to the local contexts within which they are being used. While there are certain norms of communication in the academy of how research is conducted and disseminated, there needs to be a translation into practical terms to be used in the field. Redefining Theory and Practice to Guide Social Transformation: Emerging Research and Opportunities addresses the need practitioners and social change agents have in finding processes and practices to use in the field to engage with and transform communities. This critical reference book provides an innovative fieldwork method that leads to social transformation and suggests ways to further develop the relationship between academic theories and practices around social conflicts with the existing local knowledge. The chapters include mini case studies that have been developed over the years from the authors’ work with youth and community leaders with the objective of providing a methodology that allows practitioners to approach the field by engaging with local actors in ways that are generative and trustworthy, yet rigorous. While highlighting the practices, notions, and technologies that are at work in conflict, post-conflict, or transitioning out of conflict settings by local community leaders, this book is ideally for practitioners in the field of conflict, peacebuilding, and social and conflict transformation; community leaders and social organizers; as well as practitioners, stakeholders, researchers, academicians, and students interested in social transformation.