Equity, inclusion and feminist pedagogies

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Pubblicato

2023-01-20

Fascicolo

Supplementi (14/2023): DICO Toolkit for Digital Career Stories

Sezione

Section 1. Theories and methodologies

Licenza

Tutti i materiali pubblicati sono coperti da copyright, mantenuto dall'Università di Macerata che ne supporta finanziariamente e tecnicamente la pubblicazione.

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DOI:

https://doi.org/10.13138/2039-2362/3143

Autori

  • Barbara Knežević Technological University Dublin My orcid number is 0000-0002-5792-4568
  • Michelle Malone Senior Research Assistant, Technological University Dublin

Abstract

This paper describes and expands on the contributions the research team at Technological University Dublin have made to the DICO Digital Career Stories Erasmus+ project from March 2021 through February 2023. This paper examines the TU Dublin presentation of specific Fine Art research methods and technical and practical tools, as a unique way to open these discussions around ethical teaching with regards to access, technology, gender, class, ethnic and racial diversity. This paper looks at some of the specific tools and methods common to fine art education and practice in the points of sharing sessions to ask how lecturing staff can deliver careers learning in the creative arts that is considerate and sensitive to the unique challenges that are presented in terms of equity and inclusion in third level creative arts education and careers stories creation.

Riferimenti bibliografici

Ahmed S. (2010), Happy Objects, in The affect theory reader, edited by M. Gregg, G.J. Seigworth, Durham: Duke University Press, pp. 29-51.

Ahmed S. (2014), The Cultural Politics of Emotion, Edimburgh: Edinburgh University Press.

Braidotti R., Bozalek V., Shefer T., Zembylas M. (2018), Socially Just Pedagogies: Posthumanist, Feminist and Materialist Perspectives in Higher Education, London: Bloomsbury Academic.

Deffenbache K.A. (1980), Eyewitness accuracy and confidence: can we infer anything about their relationships?, «Law and human behavior», n. 4, pp. 243-260.

Le Guin U.K. (2019), The Carrier Bag Theory of Fiction, Ignota.

Puig De La Bellacasa M. (2017), Matters of Care. Speculative Ethics in More than Human Worlds Minnesota: University of Minnesota Press.

Schöneich F., edited by (2022), Lawrence Abu Hamdan. Dirty Evidence, Milano: Lenz Press.

Biografie autore

Barbara Knežević, Technological University Dublin My orcid number is 0000-0002-5792-4568

Barbara Knežević is artist and a lecturer at TU Dublin in Fine Art in the School of Art and Design. Her work has been shown internationally in museums, public and private galleries such as Pleasure ‘scapes RHA Dublin; Immurement, STATION Gallery Melbourne; The MAC, Belfast; Temple Bar Gallery + Studios, Dublin; EKKM, Tallinn; Gallery Augusta, Helsinki; HIAP, Helsinki. She has been commissioned for public art projects such as a sculptural work to commemorate the loss of young lives in the Easter Rising at the GPO Dublin, (2016) a commission for children in Cabra Library, Dublin (2020) and a major per cent for art project called ‘Collective Energy’ at Kingswood Community College, Dublin (2020). Her work features in National and Private Collections such as the Irish Museum of Modern Art and the Arts Council of Ireland.

Michelle Malone, Senior Research Assistant, Technological University Dublin

Michelle Malone is a Senior Research Assistant, Technological University Dublin and an artist. Michelle Malone graduated from Technological University Dublin with a first class honours BA in Fine Art. She was awarded the RDS Whyte’s Award 2020, Fire Station Artists' Studios Graduate Award 2020, Mont Kavanagh Graduate Award 2020, John Creagh Student of Excellence Award 2020. Michelle Malone self-organised a solo exhibition of her graduate installation titled Summer Project 1997 in The Complex, 2020. Michelle Malone was Temple Bar Gallery + Studios Recent Graduate Resident for 2021.

Come citare

Knežević, B., & Malone, M. (2023). Equity, inclusion and feminist pedagogies. Il Capitale Culturale. Studies on the Value of Cultural Heritage, (14), 99–117. https://doi.org/10.13138/2039-2362/3143