Christine Horn – författare

Folk Media and Decolonizing Art Education advances a critique of conventional multicultural art education by centering folk media as a site of epistemic resistance and pedagogical transformation. The book argues that multicultural frameworks often reproduce liberal inclusion without dismantling colonial hierarchies and develops an intersectional, decolonial methodology attentive to race, caste, class, gender, indigeneity, and geopolitics.This book provides readers with actionable strategies to redesign art education curricula, assessments, and institutional frameworks in ways that are ethically accountable and socially transformative. Methodologically, it draws on the internationally acclaimed Interfaith Childhoods research project which combines ethnographic research, curriculum analysis, and close readings of community-based artistic practices across diverse contexts in diasporic settings. Through analysis of contemporary folk performance traditions, digital community movements, and grassroots media collectives, the chapters demonstrate how vernacular cultural forms challenge Eurocentric art canons and institutional power.Spanning late postcolonial policies to contemporary digital platforms, the book maps the evolving political life of folk media in everyday life and public culture. It offers practical strategies for educators seeking to redesign curricula, assessment, and institutional frameworks in ethically accountable ways. It will be essential reading for undergraduates and postgraduates in art education, cultural studies, and education, as well as scholars, teacher-educators, librarians, and non-specialist readers interested in decolonization, pedagogy, and socially engaged art practice.

Folk Media and Decolonizing Art Education advances a critique of conventional multicultural art education by centering folk media as a site of epistemic resistance and pedagogical transformation. The book argues that multicultural frameworks often reproduce liberal inclusion without dismantling colonial hierarchies and develops an intersectional, decolonial methodology attentive to race, caste, class, gender, indigeneity, and geopolitics.This book provides readers with actionable strategies to redesign art education curricula, assessments, and institutional frameworks in ways that are ethically accountable and socially transformative. Methodologically, it draws on the internationally acclaimed Interfaith Childhoods research project which combines ethnographic research, curriculum analysis, and close readings of community-based artistic practices across diverse contexts in diasporic settings. Through analysis of contemporary folk performance traditions, digital community movements, and grassroots media collectives, the chapters demonstrate how vernacular cultural forms challenge Eurocentric art canons and institutional power.Spanning late postcolonial policies to contemporary digital platforms, the book maps the evolving political life of folk media in everyday life and public culture. It offers practical strategies for educators seeking to redesign curricula, assessment, and institutional frameworks in ethically accountable ways. It will be essential reading for undergraduates and postgraduates in art education, cultural studies, and education, as well as scholars, teacher-educators, librarians, and non-specialist readers interested in decolonization, pedagogy, and socially engaged art practice.

This book offers a practical, methodological guide to conducting arts-based research with children by drawing on five years of the authors’ experience carrying out arts-based research with children in Australia and the UK. Based on the Australian Research Council-funded Interfaith Childhoods project, the authors describe methods of engaging communities and making data with children that foreground children’s experiences and worldviews through making, being with, and viewing art. Framing these methods of doing, seeing, being, and believing through art as modes of understanding children’s strategies for negotiating personal identities and values, this book explores the value of arts-based research as a means of obtaining complex information about children’s life worlds that can be difficult to express verbally.