Re-storying place: The pedagogical force of walking in the work of Indigenous artist-activists Émilie Monnet and Cam.
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| Title: | Re-storying place: The pedagogical force of walking in the work of Indigenous artist-activists Émilie Monnet and Cam. |
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| Authors: | Feinberg, Pohanna Pyne1 (AUTHOR) pfeinberg@dawsoncollege.qc.ca |
| Source: | International Journal of Education through Art. Mar2021, Vol. 17 Issue 1, p163-185. 23p. |
| Subject Terms: | *Artists, Walking, Activism in art, Collective memory, Indigenous women, Indigenous art |
| Geographic Terms: | Montréal (Québec) |
| People: | Monnet, Émilie |
| Abstract: | Walking plays a generative and pedagogical role in the work of contemporary artists Émilie Monnet (Anishnaabe/French) and Cam (Innu/Québecois), both of whom work and live in the region known as a Tiohtià:ke to the Haudenosaunee, as Mooniyang to the Anishinaabeg, and as Montréal to many others. This article proposes that recent artistic interventions and participatory projects offered by Monnet and Cam infuse the international discourse about walking as a pedagogical force with their distinct perspectives as Indigenous women. They employ walking to reinforce their presence, to learn from place, to contest colonial narratives and exclusions conveyed by visual culture, to honour their ancestors, to indigenize collective memory by amplifying Indigenous voices and contributing to the re-storying of place, a concept inspired by Potawatomi environmental biologist Robin Kimmerer. Monnet is an interdisciplinary artist who combines theatre, performance, image and sound art as a performer, creator and director. She is also the founding director of Onishka, an mutlimedia Indigenous arts organization. Cam is a street artist and the lead coordinator of Unceded Voices, a street art convergence for artists who are Indigenous women, women of colour, queer, two-spirit and gender non-conforming. She is also currently the national coordinator of the Aboriginal Curatorial Collective. With a shared awareness that the dynamics that comprise place are intrinsically relational and dialogical, the work of Cam and Monnet intervenes in the felt and seen world to reinforce their sense of belonging to this region. Walking is integral to their respective research, creation and collaboration that enables their work to contest dominant colonial narratives while honouring the contributions of those who have been disavowed. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 149644234 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Re-storying place: The pedagogical force of walking in the work of Indigenous artist-activists Émilie Monnet and Cam. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Feinberg%2C+Pohanna+Pyne%22">Feinberg, Pohanna Pyne</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> pfeinberg@dawsoncollege.qc.ca</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Education+through+Art%22">International Journal of Education through Art</searchLink>. Mar2021, Vol. 17 Issue 1, p163-185. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Artists%22">Artists</searchLink><br /><searchLink fieldCode="DE" term="%22Walking%22">Walking</searchLink><br /><searchLink fieldCode="DE" term="%22Activism+in+art%22">Activism in art</searchLink><br /><searchLink fieldCode="DE" term="%22Collective+memory%22">Collective memory</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+women%22">Indigenous women</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+art%22">Indigenous art</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Montréal+%28Québec%29%22">Montréal (Québec)</searchLink> – Name: SubjectPerson Label: People Group: Su Data: <searchLink fieldCode="PE" term="%22Monnet%2C+Émilie%22">Monnet, Émilie</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Walking plays a generative and pedagogical role in the work of contemporary artists Émilie Monnet (Anishnaabe/French) and Cam (Innu/Québecois), both of whom work and live in the region known as a Tiohtià:ke to the Haudenosaunee, as Mooniyang to the Anishinaabeg, and as Montréal to many others. This article proposes that recent artistic interventions and participatory projects offered by Monnet and Cam infuse the international discourse about walking as a pedagogical force with their distinct perspectives as Indigenous women. They employ walking to reinforce their presence, to learn from place, to contest colonial narratives and exclusions conveyed by visual culture, to honour their ancestors, to indigenize collective memory by amplifying Indigenous voices and contributing to the re-storying of place, a concept inspired by Potawatomi environmental biologist Robin Kimmerer. Monnet is an interdisciplinary artist who combines theatre, performance, image and sound art as a performer, creator and director. She is also the founding director of Onishka, an mutlimedia Indigenous arts organization. Cam is a street artist and the lead coordinator of Unceded Voices, a street art convergence for artists who are Indigenous women, women of colour, queer, two-spirit and gender non-conforming. She is also currently the national coordinator of the Aboriginal Curatorial Collective. With a shared awareness that the dynamics that comprise place are intrinsically relational and dialogical, the work of Cam and Monnet intervenes in the felt and seen world to reinforce their sense of belonging to this region. Walking is integral to their respective research, creation and collaboration that enables their work to contest dominant colonial narratives while honouring the contributions of those who have been disavowed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1386/eta_00056_1 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 163 Subjects: – SubjectFull: Artists Type: general – SubjectFull: Walking Type: general – SubjectFull: Activism in art Type: general – SubjectFull: Collective memory Type: general – SubjectFull: Indigenous women Type: general – SubjectFull: Indigenous art Type: general – SubjectFull: Montréal (Québec) Type: general – SubjectFull: Monnet, Émilie Type: general Titles: – TitleFull: Re-storying place: The pedagogical force of walking in the work of Indigenous artist-activists Émilie Monnet and Cam. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Feinberg, Pohanna Pyne IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 17435234 Numbering: – Type: volume Value: 17 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Education through Art Type: main |
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