Specialized Education Services, Inc.’s Post

How can we design world history class discussions that help students reflect on their identity and those around them? We're sharing insights from our current research co-design work in a new blog post: https://bit.ly/3vSOBL9 #DeeperDiscussions #WorldHistory

Check out this write-up on Arielle Moreau, one of History's undergraduate majors!

This is great news from the Mellon Foundation. I hope that the success of these programs is widely shared across the nation so that leaders of public higher ed. (especially regional -- non-flagship) publics can use the evidence to ensure the future of their humanities programs and help tell the story of the "practicality" of the #humanities so that those who still question it, may better understand what great preparation for life and career #thehumanities are. https://lnkd.in/gHm2WQDV

Institutional land acknowledgments are a performative and symbolic tool, argues @Hayden_King: they serve as a backdoor out of tangible steps to address the colonial university https://lnkd.in/gZPHPqnX

New journal article published today: "Intersectional and Decolonial Perspectives on an Incorporeal Materialism: Towards an Elemental Philosophy of Art Education" Read the paper here: https://lnkd.in/g6Qqgn6m Considering art and its educative potentials as a living experiment with the body's elemental constitution and modes of organisation, this article engages water, earth, air, and fire as milieus through which a body learns to sense, move, and act in the world differently. This leads to a series of propositions for an elemental philosophy of arts education, which recognises the intersectional and decolonial potentials of bodies, and strives to amplify and proliferate these potentials through creative pedagogic practices. If, as Elizabeth Grosz (2017) proposes, “the chain of evolutionary emergence is unbroken not only materially but also conceptually” (p. 250), then arts education offers an expression of the body's incorporeal and material potentials as they change and evolve through time. Further to this position, we argue that arts education has the potential to radically reframe relationships with water, earth, air, and fire in ways that resist their co-option as tools of colonialism and intersecting categories of oppression. #decolonialtheory #intersectionalhumanities #intersectionality 😁

🎨📚 Unleashing Creativity: The Integral Role of Arts in Education 📚🎨 While STEM is crucial, let's not forget the importance of the arts in the American curriculum. Arts education—spanning music, literature, visual arts, and performance—is key to developing well-rounded individuals. It nurtures creativity, emotional intelligence, and cultural awareness. Incorporating the arts into our education system enriches students' learning experiences and encourages them to express themselves uniquely. It's time to advocate for a balanced education that values both the sciences and the arts for holistic development. ✨ What impact has arts education had on you or your children? Let's celebrate the transformative power of the arts in shaping imaginative minds. #ArtsInEducation #HolisticDevelopment #CreativeMinds #CulturalAwareness #BalancedEducation

Teaching history is teaching justice The 3rd Annual OHTE conference focused on history teaching in Europe as well as on the question - does teaching history really guarantee peace? I am grateful to have had the opportunity to take part in this conference, to ask questions and also give my (SOASesque grad) perspective. I am so thankful to Aurora Ailincai to have organised this panel of young people where we discussed the relationship between education - in particular history teaching - with younger generations in our world. After listening to the former panelists’ discussions and the audience’s questions I came to the conclusion that younger generations should be given the chance to change history. As we have seen young students’ strikes for climate change with the Extinction Rebellion, and the Black Lives Matter protests, today’s generations are no longer waiting, they are rewriting history. I personally believe that it is a big jump to go from teaching history directly to peace, and that before achieving peace, you need justice. Therefore I concluded my answer to the questions “Are young people interested in history” and “teaching history, teaching peace?” with the idea of justice. Because history is not made solely by states, but by the people and the communities. History is incredibly complex in every little part of the world, therefore we can only respect it by allowing re-definitions supported by the people themselves that finally have the opportunity to reframe the perspective of their own history. Peace is a privilege and only with justice will future generations be able to achieve it. I want to give a very special thank you to Adel EIFERT and Laura DUSHI for their incredible participation in the Q&A sessions. They have highlighted the need to include children, not limit them away from these topics- because they are our future. Moreover, they challenged the rest of the audience to remember the impact of globalization and the need of inclusitivity in culturally diversified countries. Democracy is instrumental to justice and education is essential to democracy. Let these be accessible and not just a priviledge.

Spring 2024 Course Highlight: This spring, Dr. David Norman will be teaching ART HIST 403: "Art of Indigenous Activism." TR 3:30–4:45pm | Sophomore Standing | Humanities Breadth | L&S Credit. Enroll here: https://lnkd.in/e9CKAt9J #uwmadisonarthistory #uwmadisonarthistory #arthistory #OnWisconsin #artofindigenousactivism #indigenousart Description: This course examines how Indigenous artists, activists, culture bearers, and communities have used visual culture to assert their rights to ancestral homelands in North America and beyond, focusing on the roles art has played in Native American and First Nations activist movements throughout the twentieth century. Cases we will consider include architecture built during a takeover of Alcatraz Island, a weaving produced to commemorate a struggle over water rights, the return of sacred songs to a community's lineal descendants, as well as round dances, flags, mirror shields, and a wide range of objects and symbols that have been used within protest camps and occupation movements. In addition to exploring key events and concepts drawn Indigenous rights movements of the past hundred years, students will gain an introduction to histories of art that paved the way for contemporary activist movements, studying, for instance, how the raising of a totem pole or customary beading practices have supported historical land claims.

On this 𝗜𝗻𝘁𝗲𝗿𝗻𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝗗𝗮𝘆, Urban Arts reaffirms its commitment to education as a powerful tool for societal progress. We believe in the transformative power of education to shape minds, open doors to opportunities, and build a brighter future. Education is the foundation of a thriving society. #literacyday #educationforall #literacy #literacyforall