Keynote Speakers

Henry Giroux

Chair for Scholarship in the Public Interest, McMaster University​

The Paulo Freire Distinguished Scholar in Critical Pedagogy 

An internationally renowned writer and cultural critic, Professor Henry Giroux has authored, or co-authored over 65 books, written several hundred scholarly articles, delivered more than 250 public lectures, been a regular contributor to print, television, and radio news media outlets, and is one of the most cited Canadian academics working in any area of Humanities research.

In 2002, he was named as one of the top fifty educational thinkers of the modern period in Fifty Modern Thinkers on Education: From Piaget to the Present as part of Routledge’s Key Guides Publication Series. In the same year, he delivered the prestigious Herbert Spencer Lecture at Oxford University. He has received honorary doctorates from Memorial University in Canada, Chapman University in California, and the University of the West of Scotland.

He is on the editorial and advisory boards of numerous national and international scholarly journals, and he has served as the editor or co-editor of four scholarly book series. He co-edited a series on education and cultural studies with Paulo Freire for a decade. He is on the Board of Directors for Truthout. His books have been translated into many languages and his work has appeared in the New York Times and many other prominent news media.

www.henryagiroux.com

Critical Pedagogy, Fascist Culture and Hope in Dark Times

This talk argues that education is a central feature of politics and that critical pedagogy has a crucial role to play in fighting the resurgence of a neoliberal fascist politics, particularly in the age of pandemics. As the far-right movements become more mainstream across the globe disseminating toxic racist and ultra-nationalist images of the past, it is essential to reclaim critical pedagogy as a form of historical consciousness and moral witnessing. Moreover, a new language is needed to rethink matters of agency, identification, and civic literacy within an increasing landscape of surveillance, instrumental rationality, and a media eco space dominated by the financial elite. Reclaiming pedagogy as a political practice is especially crucial at a time when historical and social amnesia have become normalized and an emerging neoliberal pedagogy thrives on ignorance, fear, hatred, ultra-nationalism, social cleansing, and the suppression of dissent. The talk argues that education as a form of cultural work in the service of neoliberal fascism extends far beyond the classroom and that it is vital for educators to challenge the role it plays in producing particular narratives, modes of identification, and specific forms of agency. Building upon a discourse of critique and hope, the talk addresses what it might mean to reimagine critical pedagogy in dark times and how it can provide a foundation for rethinking the purpose of education and the nature of politics itself, and how these two realms are inseparable.

 

Honey Dearsley

Artist, Creator, Maker & Thinker

Honey Dearsley is an artist, a creator, a maker and a thinker with a varied career in education working with families and schools.  She is a Graphics & Illustration BA Hons graduate, Montessori Nursery & Elementary educator, trained primary teacher and art specialist.  Always curious, with a zest for learning and trying new things, Honey set up The Art Hive in July 2019 providing art clubs after school.  You may know her on Twitter as @DearsleyArtHive and on Instagram as @thehive.art.  Honey loves working in her community with senior living artists and adult artists requiring support to make their art.

Honey is currently creating online content for future workshops, devising practical well-being activities for young people, in addition to facilitating online sessions for families, colleges and conferences.

Mindful Origami

Unfold your mind, reset and engage your sense of fun and creativity at the end of the day. Mindful origami will soothe the senses and invite your mind, attention and hands to be present in the moment, ready to experience joy and satisfaction in creating models using just paper and a few simple folds.

I will guide you step by step in an encouraging and informal way, helping you to enjoy a greater sense of wellbeing and positive thinking alongside the satisfaction of learning something new!

What you’ll need:

  • Clean hands - handwashing is often part of the ‘ritual’ to invite the senses, and prepare hands and fingers for folding something mindful and beautiful
  • Several sheets A4 white copy paper and/or A4 coloured paper
  • Scissors
  • Drawing pencil & colouring pencils
  • Refreshments - whether it’s a cup of tea, or a glass of wine!
Parallel Sessions

The programme of parallel sessions is organised based on common interest themes where possible. Delegates are required to select the parallel sessions they will attend prior to the conference. Places in each break out room are limited and will be booked on a first-come-first-served basis.

Please note that the programme of Parallel Sessions may be subject to alterations.

See below for a list of papers and presenters in each breakout room on Friday 26 March, or view the PDF version for the schedule including abstracts.

To select your places in the Parallel Sessions, please visit the Eventbrite booking page.

 

Breakout Room 1

 

Desperate Journeys

Jeff Adams  |  University of Chester

 

Historical investigations of racism through a Hexagon Project in an online college art methods course

Jaehan Bae  |  University of Wisconsin Oshkosh

 

Differentiating Between Unity and Uniformity - a proposal for pedagogy of mutuality in our splintered times

Ranjana Thapalyal  |  Glasgow School of Art & Independent Scholar

 

Tearing Down Walls, Opening Doors: Teaching an Art History college class in jail during Covid

Maria Ruyter  |  Teachers College, Columbia University

 

Breakout Room 2

 

A comparative study on Korean wave between Yi dynasty and the present

Boo Yun Lee  |  Hanyang University, Seoul Cyber University

 

The practice and value of a Community-Based Art Education programme in a Chinese rural primary school

Ning Luo  |  The Education University of Hong Kong

 

Designing situated-participation through an exploration of everyday creative practices within rural communities in Indonesia

Gamia Dewanggamanik  |  Glasgow School of Art

 

Hybrid Space: A nomadic space in teacher education

Gloria Jove, Qim Bonastra & Daniel Gutiérrez-Ujaque  |  University of Lleida

 

Breakout Room 3

 

Exploring emergency remote education from a resilience perspective: The pandemic experience in Turkey

Merve Nur Doğan  |  TOBB University of Economics and Technology

 

Capacities and skills of a design team to ensure affective digital presence in online learning and participation

Melanie Sarantou  |  University of Lapland

 

How do we foster belonging in creative educational spaces?

Vikki Hill & Liz Bunting  |  University of the Arts London

 

Similarity and hybridity: where conceited cultural difference stops, and substantial art agency begins

David Anthony Gall  |  University of North Carolina at Charlotte

 

Breakout Room 4

 

Dissensuality and affect in Art Education

Lisbet Skregelid  |  University of Agder

 

When Paulo Freire's pedagogy and contemporary art commissioning meet. A case study from the Isle of Bute.

Morven Gregor  |Glasgow School of Art

 

(Re)considering pedagogy: entangled ontology in a postdigital age

Laura Barritt  |  Cardiff Metropolitan University

 

Resources for reimagining pedagogy and practice: results from a Rapid Evidence Review

Pat Thomson & Liam Maloy  |  The University of Nottingham

 

Breakout Room 5

 

Research on the blended learning approach of doctoral education in design under Chinese context

Fan Chen  |  Tongji University

 

"Ex- to New" Home Products: A strategic learning model in the interior product design studio during a pandemic

Tri Noviyanto Puji Utomo & Yusita Kusumarini  |  Universitas Ciputra

 

‘Localising Philosophy, Democratising Technology’: exploring the philosophy of technology with children using creative approaches

Anna Robb  |  University of Dundee

 

Repairing and Caring for Technologies: Proposal for pedagogical practices

Hong-An Wu  |  University of Texas at Dallas

 

Breakout Room 6

 

Becoming an indisciplinarian: The myth of the autodidact in the age of the murmuring multitude

Stefanie Tan  |  Glasgow School of Art

 

Becoming-Blended-Becoming-Hybrid-Becoming-Multiple-Becoming

Mark Ingham  |  University of the Arts London

 

Inculcating The Digital Dérive. The transformation of the Art & Design learning experience in pandemic times

Alex Forsyth  |  Verulam School

 

Effects of working for/in what's not working

Charlotte Moulis  |  Interdisciplinary Artist & Primary School Teacher