Indigenous Art Curriculum: Da‐de‐yo‐hv‐s‐gv (Cherokee Word for Teaching)
This chapter presents the characteristics of Indigenous pedagogy, first, on the basis of the work of Indigenous scholars who offer new ways to conceptualize the presentation of pedagogy in the academy, and, second, using examples of art educators who have applied Indigenous ways of knowing to the de...
| Main Authors: | , |
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| Format: | Other/Unknown Material |
| Language: | English |
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Wiley
2019
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| Online Access: | http://dx.doi.org/10.1002/9781118978061.ead081 https://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1002%2F9781118978061.ead081 https://onlinelibrary.wiley.com/doi/pdf/10.1002/9781118978061.ead081 |
| Summary: | This chapter presents the characteristics of Indigenous pedagogy, first, on the basis of the work of Indigenous scholars who offer new ways to conceptualize the presentation of pedagogy in the academy, and, second, using examples of art educators who have applied Indigenous ways of knowing to the design of curricula and to teaching in art education. Case studies exemplifying and honoring the voices of First Nations scholars, teachers, and artists are used to highlight teaching approaches that embody the components of an Indigenous art pedagogy such as community, balance, consensus, circle as paradigm, reciprocity, and spirituality. |
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