Territories of the Gaze. Inclusion, Education and the Arts with the Refugee Community in Greece
Keywords:
Arts education; Cultural diversity; Migration; Refugees; Education for development., Arts education, Cultural diversity, Migration, Refugees, Education for development
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Abstract
This paper presents the results of the pedagogical praxis and research carried out within the international cooperation project entitled "Arts, culture and education for development. Education and culture for the personal and social empowerment of the migrant refugee community in Polykastro, Greece". This project was developed in Greece, 2019, and organised by the University of Seville and Open Cultural Center, an NGO that provides educational services to the migrant refugee community in the area, including the Nea Kavala refugee camp. The methodological considerations addressed in the art educational practices carried out –entitled Territories of the gaze– are based on the analytical tool of the Logical Framework Approach. This was related to our main objective: providing attention to the migrant community in order to generate identity, cultural openness and social inclusion. The specific objectives are also proposed to corroborate and offer possibilities to elaborate an inclusive educational work plan in the further development of the whole project. Research strategies based on the arts have been implemented, in order to achieve a better community integration and strengthen the artistic-cultural dimension, which has benefited the educational processes of the migrant refugees and their community, and at the same time has favoured their inclusion and development.
Downloads
References
Agra, M. J. (2005). El vuelo de la mariposa. La investigación artístico-narrativa como herramienta de formación. En Marín-Viadel (Coord.), La investigación en educación artística (pp. 127-150). Editorial Universidad de Granada.
Aladro-Vico, E., Jivkova-Semova, D. y Bailey, O. (2018). Artivism: A new educative language for transformative social action. Comunicar, 57, 9-18. https://doi.org/10.3916/C57-2018-01
Anttila, E. y Suominen, A. (2019). Critical articulations of hope from the margins of arts education. International perspectives and practices. Routledge. https://doi.org/10.4324/9781351111195
Association for Supervision and Curriculum Development. (1992). Resolutions 1992. Development, Association for Supervision and Curriculum.
Barbosa, A. M. (2019). A imagem no ensino da arte. Perspectiva.
Carrillo-Jaimes, C. S. y Arcos-González, P. I. (2004). Prioridades de intervención para la fase aguda de emergencias complejas formuladas por nueve agencias de ayuda humanitaria. Revista Española de Salud Pública, 78(6), 679-690. https://doi.org/10.1590/S1135-57272004000600003
Chalmers, F. G. (2003). Arte, educación y diversidad cultural. Paidós.
Communiars. (2021). Communiars. http://www.communiars.org
Desai, D. (2017). Artistic activism in dangerous times: Teaching and learning against the grain. Visual Inquiry: Learning & Teaching Art, 6(2), 135-144. https://doi.org/10.1386/vi.6.2.135_2
DeWalt, K. M. y DeWalt, B. R. (2011). Participant observation. A guide for fieldworkers. Altamira Press.
Efland, A., Freedman, K. y Sturh, P. (2003). Educación en el arte posmoderno. Paidós.
Eisner, E. y Barone, T. (2012). Arts based research. Sage.
Escaño, C. (Coord.). (2019). Lo que se ve no existe. Artes, imagen y educación para el desarrollo. UNED.
Escaño, C. (2020). La solidaridad de lo común frente a las prácticas culturales colonizadoras. Communiars. Revista de Imagen, Artes y Educación Crítica y Social, 3, 6-9.
Escaño, C., Mesías-Lema, J. M. y Mañero, J. (2021). Empowerment of the refugee migrant community through a cooperation project on art education in Greece. Development in Practice. https://doi.org/10.1080/09614524.2021.1944986
Escaño, C., Maeso-Broncano, A. y Mañero, J. (2021). Art education and development cooperation: A project in educational centres for children with special needs in India. International Journal of Art & Design Education, 40(2), 404-419. https://doi.org/10.1111/jade.12358
Fondo de las Naciones Unidas para la Infancia. (2017). Education uprooted. For every migrant, refugee and displaced child, education. UNICEF.
Hirsu, L., Arizpe, E. y McAdam, J. E. (2020). Cultural interventions through children’s literature and arts-based practices in times of disaster: A case study of reading mediators’ response to the Mexican earthquakes. International Journal of Disaster Risk Reduction, 51(3), 1-8. https://doi.org/10.1016/j.ijdrr.2020.101797
Jandri?, P. y Ford, D. R. (2020). Postdigital ecopedagogies: Genealogies, contradictions, and possible futures. Postdigital Science and Education. https://doi.org/10.1007/s42438-020-00207-3
Marín Viadel, R. (2005). La investigación educativa basada en las artes visuales o “arteinvestigación educativa”. En R. Marín Viadel (Coord.), La investigación en educación artística (pp. 223-274). Editorial Universidad de Granada.
Marín Viadel, R. (2011). La investigación en educación artística. Educatio Siglo XXI, 29(1), 211-230.
Massot-Lafon, I., Dorio-Alcaraz, I. y Sabariego-Puig, M. (2009). Estrategias de recogida y análisis de la información. En R. Bisquerra (Ed.), Metodología de la investigación educativa (pp. 329-366). La Muralla.
Mesías-Lema, J. M. (2018). Artivism and social conscience: Transforming teacher training from a sensibility standpoint. Comunicar, 57, 19-28. https://doi.org/10.3916/C57-2018-02
Mesías-Lema, J. M. (2021). Arts-based educational research no longer needs martyrs: A small tribute to Mark Rothko’s teaching practice. IJABER. International Journal of Arts-based Educational Research, 1(1), 1-6. https://doi.org/10.17979/ijaber.2021.1.1.7617
Oficina del Alto Comisionado de las Naciones Unidas para los Refugiados. (2020). Tendencias globales. Desplazamiento forzado en 2019. ACNUR.
OCC. (2020). Memoria de actividades 2019. https://openculturalcenter.org/wp-content/uploads/2020/09/OCC-Spain_Annual-_Report_2019_Spanish.pdf
OCC. (2021). Open cultural center. http://www.openculturalcenter.org
Ortegón, E., Pacheco, J. F. y Prieto, A. (2015). Metodología del marco lógico para la planificación, el seguimiento y la evaluación de proyectos y programas. CEPAL.
Robertson, J. (2014). Dirty teaching. A beginner’s guide to learning outdoors. Independent Thinking Press.
Rosenberger, S. (2019). Navigating the representative-politics–liberal-rights dilemma: Social policy designs for nonremoved migrants. Journal of Immigrant & Refugee Studies, 17(1), 11-26. https://doi.org/10.1080/15562948.2018.1489089
Ruiz-Olabuénaga, J. (1999). Metodología de la investigación cualitativa. Universidad de Deusto.
Sarah, S. y Delvino, N. (2019). Municipal activism on irregular migrants: The framing of inclusive approaches at the local level. Journal of Immigrant & Refugee, 17(1), 27-43. https://doi.org/10.1080/15562948.2018.1519867
Saura, A. (2015). Arte, educación y justicia social. Opción, 31(6), 765-789.
Sleeter, C. y Grant, C. (1988). An analysis of multicultural education in the U.S. Harvard Educational Review, 57(4), 421-445. https://doi.org/10.17763/haer.57.4.v810xr0v3224x316
Triandafyllidou, A. (2018). A “refugee crisis” unfolding: “Real” events and their interpretation in media and political debates. Journal of Immigrant and Refugee Studies, 16(2), 198-216. https://doi.org/10.1080/15562948.2017.1309089
Wagner, M., Dimitriadi, A., Donnell, R., Kraler, A., Perumadan, J., Schlotzhauer, J. H., Simic, I. y Yabasun, D. (2016). The implementation of the common european asylum system. LIBE.