(Un-)Learning Ecologies – An exploration of two research-based artistic teaching formats as experimental platforms for ecologically sustainable ways of being and becoming
To what extent and by which new and urgent challenges are art educators confronted through current and future effects of the climate crisis? And how can artistic teaching practices contribute to a sense of responsibility, and ultimately to ecologically sustainable practices, in “kulturelle Bildung” and arts education? Motivated by these questions, the authors designed and realized two teaching modules for the Bachelor and Master Art Education (ZHdK) in the academic year 2020–21. The article stages a critical dialogue to discuss the courses’ underlying postulations and to consider potential implications for art education research. The conceptual frameworks of the two teaching formats and their respective implementation expose not only diverging underlying accounts of the “subject”; they also present different perspectives, associations and conceptions of ecology and sustainability.

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