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Just Sustainability Arts

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Marna Hauk

on 22 July 2017

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Transcript of Just Sustainability Arts

Nurturing Change
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.
(Hauk, 2016)
Just Sustainability
“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
Ecofeminism
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).
Rachel Kippen
Monterey Bay Bioregion, Central Coast, Western Pacific Rim Program: Save Our Shores, Marine Debris Art
Incorporating content about just sustainabilities into the curriculum.
3. CONNECT
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
Contact
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
Context
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)
References
Citations and Recommended
Land Pedagogies
Climate Justice
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.
5. PROCESS
6. Practice
Arts Approaches
Critical arts approaches to environmental and sustainability education
Arts based research
Reflexive social learning & capabilities theory,
critical phenomenology,
socio-cultural and cultural history activity theory
new social movement, postcolonial and decolonization theory"
(Lotz-Sisitka et. al, 2015, p.73)

Environmental Justice:
Environmental Racism:
"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).
Agyeman, Julian. (2013). Introducing just sustainabilities: Policy, planning and practice. London: Zed Books.
Agyeman, Julian, Bullard, Robert D., & Evans, Bob. (Eds.). (2003). Just sustainabilities: Development in an unequal world. Cambridge, MA: MIT.
Agyeman, Julian, & Crouch, Craig. (2004). The contribution of environmental justice to sustainability in higher education. In Peter B. Corcoran & Arjen E. J. Wals (Eds.), Higher education and the challenge of sustainability: Problematics, promise, and practice (pp. 113-130). Dordrecht, The Netherlands: Kluwer Academic.
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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
Image: Pinterest
A Convergence of Concepts & Literatures for Just Sustainability Arts
Hauk & Kippen, 2016
Continuities Across Cultures & Contexts
Practitioner
Synthesis:
Rachel Kippen, 2016
"Hawaiian Rapunzel"
Regenerating Circles & Cultures for Changing Climates
Practitioner
Synthesis:
Marna Hauk, 2016
"Magnolia Circles"
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
Systems Thinking
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
4. CONTENT
METAPHOR: MYCORRHIZAE
METAPHOR: LAYERS
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
Marna's Project:
WE-CAN
Climate Justice
& Gaian Resilience
Visionary-Activist
Social Incubator, 2016,
Portland, Oregon
Rachel's Project:
Save our Shores
Dream Academy Reclaimed Plastic Arts Project, 2016,
Santa Cruz, California
Projects
Full transcript