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Just Sustainability Arts
Transcript of Just Sustainability Arts
Bioculturally Responsive Curriculum
To extend culturally responsive curriculum initiatives to include the more-than-human and the embedment of culture inside of bios and ecosystem.
“The need to ensure a better quality of life for all, now and into the future, in a just and equitable manner, whilst living within the limits of supporting ecosystems.”
Agyeman, Bullard, & Evans, 2003
Responding to the idea that social and ecological justice, tied through the logic of domination, can mutually inform ecological and intersectional analysis to catalyze liberation across multiple dimensions (including the relational, structural and practical) (Harvester & Blekinshop, 2010).
Monterey Bay Bioregion, Central Coast, Western Pacific Rim Program: Save Our Shores, Marine Debris Art
Incorporating content about just sustainabilities into the curriculum.
Empathy, ecosystems thinking, creativity, and justice-seeking invite and require the same divergent creativity and scale-jumping structural perception; they are connected and connective (Hauk, 2016a)
Image: WE-CAN Participant 01, 2016
Just Sustainability Arts
A. Rachel Kippen & Marna Hauk, Ph.D.
Just Sustainability Conference
August 9, 2016 • Seattle University
Marna Hauk, Ph.D.
Climate Change Fellow, Postdoctoral Scholar,
Portland, Pacific Cascadia Bioregion
Program: WE-CAN: Womyn Empowering Climate Action Network
Bioculturally responsive curriculum requires learners and participants experience culture and ecological twining and embedment. What Hauk (2014) calls e/mergence with the bioculture and the new materialists would call entanglement.
Image: WE-CAN Participant 07, 2016
The cultural and ecological context for the curriculum encounter, the positionality of learner-activist-artists and their biodiverse communities and embedments
Image Source: WE-CAN Participant 05, Alouette Mayer, 2016
Just Sustainability Arts Model
The six dimensions and three zones
Transformative, Disruptive Pedagogies
"Provoke transformation, intended to move beyond attempts to build resilience in the current system looking to disrupt structures and pedagogies, including through the use of:
Critical Place Pedagogies
Place-based learning that gives dual attention to decolonization and reinhabitation (Gruenewald/Greenwood, Furman, & Smith, 2003, 2004, 2008)
Citations and Recommended
On local and global scales, ensuring that those who are responsible for the climate changes bear a differential, fair share of the burden of mitigating and reducing and adapting, rather than overwhelming those who did less to cause it and are made vulnerable by systemic and structural inequities, consonant with the idea of distributive justice. Sees opportunities for community reinvestment.
The distorting role of settler colonialism is surfaced and made explicit.
Land, indigenous knowledge, and relationship reorient the learning.
(Bang, 2014; Cajete, 2008; Calderon, 2014; Tuck & McKenzie, 2015; Tuck & Yang, 2012)
To extend justice, place-making, decolonization and creativity into cultural and community engagements that continue to catalyze just sustainabilities and cultures of regeneration
The process of learning and engagement should reflect just relationships and open, creative engagement and level jumping as it supports biocultural e/mergence including across time dimensions of the past and the future.
Critical arts approaches to environmental and sustainability education
Arts based research
Reflexive social learning & capabilities theory,
socio-cultural and cultural history activity theory
new social movement, postcolonial and decolonization theory"
(Lotz-Sisitka et. al, 2015, p.73)
"The intentional or unintentional racial discrimination in the enforcement of environmental rules and regulations which leads to the singling out of minority and low-income communities for the siting of noxious facilities." (Bullard, 2000, p. 98)
"Seeking to redress inequitable environmental burdens, often borne by minority and low income communities" (Bullard, 2000, p. 98).
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Hauk, Marna. (2016). Queer Earth: Troubling dirt, humanness, gender assumptions, and binaries to nurture bioculturally responsive curricula. In Veronica E. Bloomfield & Marni E. Fisher (Eds.), LGBTQ voices in education: Changing the culture of schooling (pp. 186-200). New York, NY: Routledge.
Hauk, Marna. (In press). Ecofeminism in action: Creative and critical syntheses. Bumerang.
Hauk, Marna, & Bloomfield, Veronica E. (2016). Blanking out “[ ]” (whiteness): Decolonizing systems of domination, connecting with ancestral place-cultures for reinhabitation. In Virginia Stead (Ed.), RIP Jim Crow: Fighting Racism through Higher Education Policy, Curriculum, and Cultural Intervention. New York, NY: Peter Lang
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Hauk, Marna. (2015). Spectrum of inclusive resilience: Designing and assessing climate justice education [Poster]. The 12th Research Symposium of the 44th North American Association of Environmental Education, San Diego, California. Retrieved from http://earthregenerative.org/pdf/Hauk%20-%20NAAEE%20Poster%202015%20-%20October%20-%20Designing%20and%20Assessing%20Climate%20Justice%20Education%20-%20Spectrum%20of%20Inclusive%20Resilience%20-%20Poster.pdf
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Image: Rachel Kippen, 2016, "Mardi Gras One Up"
Image: Castroville Dream Academy participant, 2016, Save Our Shores Marine Debris Art Program
Image: Author/Artist, Year, Name, Source
A Convergence of Concepts & Literatures for Just Sustainability Arts
Hauk & Kippen, 2016
Continuities Across Cultures & Contexts
Rachel Kippen, 2016
Regenerating Circles & Cultures for Changing Climates
Marna Hauk, 2016
Just Sustainability Arts Integrations
As just sustainability arts-based practitioners, we also generated a collegial arts-informed process to generate this scholarship. Here we share synthesis images from our time engaging with this content to spark your own teaching and learning...
Socially Engaged Art
Five practices of ecoliteracy
"Developing empathy for all forms of life
Embracing sustainability as a community practice
Making the invisible visible
Anticipating unanticipated consequences
Understanding how nature sustains life"
Text: Goleman, Bennett, & Barlow, 2012, p. 5
Image and text: http://www.ecoliteracy.org/article/becoming-ecoliterate
+ Teacher Prompts
+ Tables of Informing Literatures and 6 Dimensions of Practice + Examples
+ Resource List
Resources to Encourage
Just Sustainability Arts
METAPHOR: GROUND, EARTH
METAPHOR: TIDE COMING IN
METAPHOR: WEB WORKINGS
PS Rachel I LOVE this Plastics/Process graphic...
METAPHOR: SPARKING NETWORKS
Image: WE-CAN Participant 03, Angel Kelly, 2016
Image: WE-CAN Participant 02, E. Zionts, 2016
Dr. Hauk can be reached at earthregenerative at gmail DO-T com; Rachel Kippen at_____
Image: Judith and Richard Selby Lang, 2012, "News from Kehoe Beach", beachplastic.com
Image: Rachel Kippen, 2016, "Plasticides"
Image: Rachel Kippen, 2016, "Lands of Plenty, Hands Empty"
Image: Rachel Kippen, 2015, "Littoral Zone"
Image: Rachel Kippen, 2015, "Venn Diagram"
Images: Rachel Kippen, 2014, Plastic Painted Lady Life Cycle Series #1-3
"Socially engaged art falls within the tradition of conceptual process art. But it does not follow that all process art is socially engaged...While there is no complete agreement as to what constitutes a meaningful interaction or social engagement, what characterizes socially engaged art is its dependence on social intercourse as a factor of its existence."
(Pablo Helguera, 2011, p. 2)
Image: Hauk, 2016, Deep Time Possibilities
Image: Rachel Kippen, 2016, "Wetlands Meditation"
Image: Rachel Kippen, 2015, "The Sky is Falling"
Image: Rachel Kippen, 2016, "Hands of Influence"
Resource Documents for Just Sustainability Arts:
Shared on the Traditional Lands of the Duwamish People
& Gaian Resilience
Social Incubator, 2016,
Save our Shores
Dream Academy Reclaimed Plastic Arts Project, 2016,
Santa Cruz, California