Call for Submissions

 

Download the Call for Submissions

Please send completed submissions to both Lizzie Luamanu lizzie.luamanu@auckland.ac.nz and Caitlin Kennedy c.kennedy@auckland.ac.nz

Your outputs and achievements

All conference papers will be presented during the conference in a Pecha Kucha format. To learn about Pecha Kucha format, please watch this YouTube video.

Full research papers (up to 10 pages) may be submitted for publication in an edited book (advice on how to format and present the chapter will be forthcoming).

All Pecha Kucha presentations will be uploaded on to a USB and this will be given to all conference delegates. The USB will serve as the conference proceedings.

Key dates

Abstracts due: 23 May 2017

Submission of Pecha Kucha for USB publication: 1 November 2017

Submission of full research paper for the Publication Committee to edit and collate: 1 November 2017

Submissions will be fully peer reviewed. It is a requirement that at least one author of each accepted paper attend the conference.

The Engaging with Communities: Creative Pedagogies conference invites researchers, teachers and community facilitators across all fields of endeavor such as:  creative arts, humanities, sciences, education, business, health sciences, law, theology and engineering to participate in the opportunity to extend creativity and community values into pedagogies of practice. By way of signaling the scope of this conference, the 2011 UNESCO Seoul Agenda for Arts Education emphasizes that when arts education is universally accessible, of high quality and socially relevant, it “can make a direct contribution to resolving the social and cultural challenges facing the world today”.

The United Nations Education, Scientific and Cultural Organization (UNESCO) has identified the following three key global challenges for the 21st Century, and sought ways of responding to them. How can people around the world feel safer and healthier, and be provided with learning that stimulates, emancipates and cultivates their lives? How might addressing the issues of security, health and education resolve ecological, political, social and economic problems facing humanity?

As community arts advocates we believe in teaching and learning practices that enhance tolerance, diversity, dialogue, compassion and empowerment. Within innumerable cultures and subcultures around the world, the arts in their diversity, provide central ways of understanding and communicating ideas about identity, community, education, creativity, relationships, and about the surrounding physical, cultural, political and intellectual landscape. Creative arts pedagogies provide ways to connect with communities, to cross disciplines and cross borders in ways that enhance the lives of people in local and global communities.

Connecting and engaging with participants in action requires that people feel they have agency. Sociologist D.B. Clarke (1973) argues that humans seek community and community happens best when we have a sense of solidarity and significance. Solidarity acknowledges the sense of belonging, of unity within a larger entity; significance recognises the individual, that everyone brings something unique and that each person feels that they are relevant. We add another dimension – security – a feeling of safety to speak and contribute, to be different and critical.

Community arts is about activating people in and through the arts, and focuses on how we may use or apply the arts for multiple purposes. Our educational focus and practice is centred upon valuing the arts in a way that enables the making of community: making communities in a classroom, in a street, in a park, in a hospital, in a retirement village, in a refugee camp, or in a university.

Themes:       

  • Creative arts pedagogies
  • Formal, informal and non-formal teaching and learning contexts
  • Emerging roles of the arts in society
  • Inter-disciplinary and cross curriculum practices
  • Building partnerships and collaborations across communities
  • Asia-Pacific dialogue and community arts contexts
  • Indigenous community practices and pedagogies
  • Teaching for creativity
  • Studio pedagogy and creative processes

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