TY - CHAP
T1 - IMAGINING OUR NEIGHBORHOOD OF NONHUMAN RESIDENTS
T2 - Sensorial Attunement as Ecological Aesthetic Inquiry
AU - Coats, Cala
AU - Singha, Shagun
AU - Zuiker, Steven
AU - Riske, Amanda K.
N1 - Publisher Copyright:
© 2023 selection and editorial matter, Manisha Sharma and Amanda Alexander; individual chapters, the contributors.
PY - 2023/1/1
Y1 - 2023/1/1
N2 - This “enacted encounter” chapter intended for formal and informal youth educators explores the potential of outdoor pedagogical techniques for the Decolonizing Mind and Body section of the book. This chapter considers the decolonization of the Western learning subject and the territorializing of educational spaces through a place-based learning experience using sensorial attunement as aesthetic inquiry, enacted by a third-grade class at Paideia Academy in South Phoenix. Analysis of photographs and dialogue examines how using sensorial techniques as attunement strategies reveals erroneous borders between body and mind, boundaries between school grounds and community neighborhoods, and, ultimately, the curriculum as planned and as lived. The processes align with a renewed interest in the sensorial and its intersections with performance and conceptual art, non-Western and indigenous ontologies, global ecological concerns, and more-than-human qualitative inquiry.
AB - This “enacted encounter” chapter intended for formal and informal youth educators explores the potential of outdoor pedagogical techniques for the Decolonizing Mind and Body section of the book. This chapter considers the decolonization of the Western learning subject and the territorializing of educational spaces through a place-based learning experience using sensorial attunement as aesthetic inquiry, enacted by a third-grade class at Paideia Academy in South Phoenix. Analysis of photographs and dialogue examines how using sensorial techniques as attunement strategies reveals erroneous borders between body and mind, boundaries between school grounds and community neighborhoods, and, ultimately, the curriculum as planned and as lived. The processes align with a renewed interest in the sensorial and its intersections with performance and conceptual art, non-Western and indigenous ontologies, global ecological concerns, and more-than-human qualitative inquiry.
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U2 - 10.4324/9781003190530-27
DO - 10.4324/9781003190530-27
M3 - Chapter
AN - SCOPUS:85169364922
SN - 9781032040158
SP - 196
EP - 204
BT - The Routledge Companion to Decolonizing Art, Craft, and Visual Culture Education
PB - Taylor and Francis
ER -