Indigenous Communities Plus ELL Students Plus Pre-Service Teacher Education Equals Creating Change through Place Based Education

By Kelly A. Hrenko and Jane E. Dalton.

Published by The International Journal of Arts Education

Format Price
Article: Print $US10.00
Published Online: April 4, 2016 $US5.00

This paper explores the work of two different teacher education programs working within the same school, but within two different cultural contexts. One art education program worked with English Language Students (ELL) and the other worked with Indigenous communities. Drawing upon theories of place-based education that seek to provide an understanding of how students’ perceptions, both conscious and unconscious, form experience and shape relationship to place (Steele 1981), while also extending the notion of “places within,” the spiritual and emotional domains that exist within the students. This work embraces the notion that art can be responsive to the wholeness of experience as we live in particular places and times, and through marrying place-based education within a holistic approach to arts education we further deepen the dialogue on the importance of place in teaching and learning and offer a new experiential component with which to engage multiple learners.

Keywords: Art Pedagogies, Place-Based, Self Inquiry

The International Journal of Arts Education, Volume 11, Issue 2, June, 2016, pp.39-46. Article: Print (Spiral Bound). Published Online: April 4, 2016 (Article: Electronic (PDF File; 660.157KB)).

Dr. Kelly A. Hrenko

Assistant Professor of Art Education, Department of Art and Art History, University of Southern Maine, Portland, ME, USA

Dr. Jane E. Dalton

Assistant Professor of Art Education, College of Art & Architecture, University of North Carolina at Charlotte, Charlotte, North Carolina, USA