Abstract
Originally presented virtually, this paper introduces pedagogies, strategies, and topics that facilitate the decolonized teaching and learning of art history and aesthetics. The presentation draws on the author’s experience as an educator in Canada, in both traditional academic and polytechnic institutions. Topics to be discussed include decolonizing the classroom and the museum. As we work towards ‘decolonizing the classroom,’ we consider the responsibility that educators have to the curation of their materials. After all, the history of visual culture is so vast, one cannot teach everything. In the presentation, we are invited to consider whose voices are we elevating when we teach. Whose art are we sharing? Which authors are we assigning in our reading lists? We also consider how are we teach, the pedagogical choices that we make, and how we can emphasize community building and discussion in the teaching of art history.
Author Information
Lesley Thornton-Cronin, Humber College, Canada
Paper Information
Conference: PCAH2024
Stream: Arts - Teaching and Learning the Arts
This paper is part of the PCAH2024 Conference Proceedings (View)
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To cite this article:
Thornton-Cronin L. (2024) Decolonial Approaches to Teaching Art History ISSN: 2758-0970 The Paris Conference on Arts & Humanities 2024 Official Conference Proceedings (pp. 125-132) https://doi.org/10.22492/issn.2758-0970.2024.12
To link to this article: https://doi.org/10.22492/issn.2758-0970.2024.12
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