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Land-based art intervention: Disrupting settler colonial curriculum of public parks.

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Title: Land-based art intervention: Disrupting settler colonial curriculum of public parks.
Authors: Bae-Dimitriadis, Michelle S.1 mxb1065@psu.edu, Meeken, Luke Arthur1 lam584@psu.edu
Source: International Journal of Education through Art. Jun2022, Vol. 18 Issue 2, p259-277. 19p.
Subject Terms: *Curriculum, Urban parks, Public spaces, Democracy
Geographic Terms: United States
Abstract: US public parks are ideological sites where settler-colonial curriculum of territoriality is enacted through their organization and design. However, public parks and the rhetorics of nature and democracy that often frame them are rarely problematized as White settler projects occupying the colonized land. Drawing on the scholarship of decolonial, land-based education, this article critiques the narratives of US urban parks' undergirding settler-colonial curricula and discusses a student-developed artistic intervention executed in a local public park. The 'Lederer Park Placards Project' is explored as both pedagogical gesture and art-based research, which engages in settler-colonial critique through site-specific installation to surface the erasure of Indigenous realities and to divert the existing settler-colonial narratives of public places. This art-in-action is discussed as a decolonial gesture intended to disrupt the White, Eurocentric, colonial curricula embedded in US public parks. [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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  Data: Land-based art intervention: Disrupting settler colonial curriculum of public parks.
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  Data: <searchLink fieldCode="AR" term="%22Bae-Dimitriadis%2C+Michelle+S%2E%22">Bae-Dimitriadis, Michelle S.</searchLink><relatesTo>1</relatesTo><i> mxb1065@psu.edu</i><br /><searchLink fieldCode="AR" term="%22Meeken%2C+Luke+Arthur%22">Meeken, Luke Arthur</searchLink><relatesTo>1</relatesTo><i> lam584@psu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Education+through+Art%22">International Journal of Education through Art</searchLink>. Jun2022, Vol. 18 Issue 2, p259-277. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+parks%22">Urban parks</searchLink><br /><searchLink fieldCode="DE" term="%22Public+spaces%22">Public spaces</searchLink><br /><searchLink fieldCode="DE" term="%22Democracy%22">Democracy</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Data: US public parks are ideological sites where settler-colonial curriculum of territoriality is enacted through their organization and design. However, public parks and the rhetorics of nature and democracy that often frame them are rarely problematized as White settler projects occupying the colonized land. Drawing on the scholarship of decolonial, land-based education, this article critiques the narratives of US urban parks' undergirding settler-colonial curricula and discusses a student-developed artistic intervention executed in a local public park. The 'Lederer Park Placards Project' is explored as both pedagogical gesture and art-based research, which engages in settler-colonial critique through site-specific installation to surface the erasure of Indigenous realities and to divert the existing settler-colonial narratives of public places. This art-in-action is discussed as a decolonial gesture intended to disrupt the White, Eurocentric, colonial curricula embedded in US public parks. [ABSTRACT FROM AUTHOR]
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  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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      – Code: eng
        Text: English
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        PageCount: 19
        StartPage: 259
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      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Urban parks
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      – SubjectFull: Public spaces
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              Text: Jun2022
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              Y: 2022
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