Call for papers: Decolonizing perspectives of arts education
Open call for articles:Decolonizing perspectives of arts education
Editors: Rose Martin, Sunniva Skjøstad Hovde, Robert Chanunkha, Pauline Hiroti, and Tone Pernille Østern
Deadline for submission: 15 February 2021
The world is currently experiencing seismic shifts of power, politics and polarization. In 2020, coupled with a global pandemic, we have seen uprisings against systemic racism, police brutality, marginalization of minority groups, and calls for real change and reform. Much of the racism, injustice, inequality and violence we see today stems from colonization and ideologies that maintain systems of domination. Arts education is not immune from such issues and colonial legacies. This special issue emerges from a desire to extend critical and rigorous discussion surrounding decolonizing perspectives on arts education.
Whilst increasing attention has been given to decolonizing arts education practices and research, many of the approaches, processes and thoughts in arts education are entrenched in colonial histories and structures that perpetuate exclusive, privileging and Eurocentric agendas. The work of decolonization in arts education is an ongoing process and it is clear that there is an urgent need for deep dialogue around such issues. In order to further pursue decolonial arts education practices and research, we see this special issue as an opportunity for educators, artists and researchers to consider how arts education has been and can be decolonized in various ways, the challenges that sit with the unravelling of a colonial past and the dismantling of ethnocentric thinking, practices and models.
The target group for this special issue are arts education researchers and practitioners who are specifically interested in topics related to decolonizing views of arts education in all teaching and learning contexts. The editors particularly encourage partnerships between authors that bridge the global north and global south, while also looking at how authors might decolonize their partnerships including those at the margins of academia, engaging intergenerationally and transdisciplinary, while exploring how to invite individuals who might not otherwise participate in such dialogues.
We are looking for research that focuses on areas such as:
● Challenges and tensions in decolonial approaches and perspectives in arts education
● Indigenous knowledges and practices and the decolonial in arts education
● Potentials for decolonial thought, approaches, and actions in arts education
● Marginalized and minority perspectives of and in arts education
● Dynamics and consequences of systemic racism in arts education
● Practices of decolonial arts education
● Deadline for submission 15 February 2021
● Articles can be written in Norwegian, Swedish, Danish or English
● Click here for guidelines
● Articles should be uploaded to the journal's digital platform
● There are publication fee waivers available on application for authors without institutional affiliation or exceptional circumstances. For more information on publication fees and waivers, see here.
● 15 February 2021: Dearline for submission for editorial evaluation and peer review
● 1 May 2021: Deadline for peer review response to be delivered to authors
● 1 September 2021: Deadline for submission of final submissions
● 1 November 2021: Planned publishing date
About the editors
Rose Martin (PhD, Dance Studies) is Associate Professor of Arts Education with a focus on Multiculturalism, at the Norwegian University of Science and Technology (NTNU). Rose also holds supervisory, international advisor, or visiting professor roles at University of Auckland, Nanyang Academy of Fine Arts, and Chengdu University. Her research interests include dance education, contemporary ethnography, dance in postcolonial contexts, and arts and politics.
Sunniva Skjøstad Hovde (PhD, Ethnomusicology) is an Associate Professor in Music at Queen Mauds University College in Trondheim. She plays accordion and vocals in several constellations ranging from free improvisation to folk music. Her research and artistic interests include improvisational practices, arts and contexts, music and marginalization, Malawian traditional music/dance, and performative artistic/research practice.
Robert Chanunkha is the first known Malawian holder of a PhD in Music Education with focus on indigenous music. Robert holds the Executive Dean position of Culture and Heritage School and Quality Assurance position at the Malawi University of Science and Technology (MUST). He also holds an external examiner role at Domasi College of Education. His research interests include music as culture, music education, dance as culture, and music as creative economy.
Pauline Hiroti (PhD, Dance Studies) is a researcher for Te Rūnanga O Ngā Wairiki Ngāti Apa, an iwi (tribal) council in Aotearoa/New Zealand where her role is focused on revitalization of iwi history and knowledge. Pauline also works within the community of Whanganui, leading various community dance initiatives and projects with young people. Her research interests include dance education, community dance, Kaupapa Māori research, and decolonizing arts practices.
Tone Pernille Østern, with a Doctor of Arts in Dance from the Theatre Academy, University of the Arts Helsinki, is a Professor in Arts Education with a focus on Dance at NTNU Norwegian University of Science and Technology. She also holds a position as Visiting Professor in Dance Education in Contemporary Contexts at Stockholm University of the Arts. She is active as Artist/Researcher/Teacher, with a special interest in socially engaged (dance) art, dance in dialogue with contemporary contexts, choreographic processes, performative research, and bodily learning.