Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Just Sustainability Arts

No description

Marna Hauk

on 22 July 2017

Comments (0)

Please log in to add your comment.

Report abuse

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
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.
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
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.
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.
Ambrose, Don. (2009). Expanding visions of creative intelligence: An interdisciplinary exploration. Cresskill, NJ: Hampton Press.
Ambrose, Don. (2012). An interdisciplinary flight over dogmatic socioeconomic, political, ideological, and cultural terrain. In Don Ambrose & Robert J. Sternberg (Eds.), How dogmatic beliefs harm creativity and higher-level thinking (pp. 64-76). New York, NY: Routledge Taylor & Francis.
Bang, Megan, Curley, Lawrence, Kessel, Adam, Marin, Ananda, Suzukovich, Eli, & Strack, George. (2014). “Muskrat theories, tobacco in the streets, and living Chicago as Indigenous land.” Environmental Education Research, 20(1), 37–55.
Bowers, Chet A. (Ed.). (2011). Perspectives on the ideas of Gregory Bateson, ecological intelligence, and educational reforms. Eugene, OR: Ecojustice Press.
Bowers, Chet A. (2012). The challenge facing educational reformers: Making the transition from individual to ecological intelligence in an era of climate change. In Don Ambrose & Robert J. Sternberg (Eds.), How dogmatic beliefs harm creativity and higher-level thinking (pp. 112-122). New York, NY: Routledge, Taylor & Francis.
Bullard, Robert D. (2000). Dumping in Dixie: Race, class, and environmental quality. Boulder, CO: Westview Press.
Cajete, Gregory. (Ed.). (1999). A people’s ecology: Explorations in sustainable living; Health, environment, agriculture, native traditions. Santa Fe, New Mexico: Clear Light Publishers.
Cajete, Gregory. (2008). Seven orientations for the development of indigenous science education. In Norman K. Denzin, Yvonna S. Lincoln & Linda Tuhiwai Smith, (Eds.), Handbook of critical and indigenous methodologies (pp. 487-496). Thousand Oaks, CA: Sage.
Calderon, Dolores. (2014). Speaking back to Manifest Destinies: A land education-based approach to critical curriculum inquiry. Environmental Education Research[MH1] . doi: 10.1080/13504622.2013.865114
Capra, Fritjof. (2002). The hidden connections: A science for sustainable living. New York, NY: Anchor.
Cavanagh, Chris. (2006). The strawberry tasted so good: The trickster practices of activist art. In Deborah Barndt (Ed.), Wildfire: Art as activism. Toronto: Sumach.
Davidson-Hunt, Iain J., et al. (2012). Biocultural design: A new conceptual framework for sustainable development in rural indigenous and local communities. SAPIENS Online, 5(2). IUCN Commissions. Retrieved from https://sapiens.revues.org/1382
Denzin, Norman K., Lincoln, Yvonna S., & Smith, Linda Tuhiwah. (Eds.). (2008). Handbook of critical and indigenous methodologies. Thousand Oaks, CA: Sage.
First National People of Color Environmental Leadership Summit. (1991, October 27). The principles of environmental justice. Retrieved from http://www.ejnet.org/ej/principles.pdf
Furman, Gail A., & Gruenewald (Greenwood), David A. (2004). Expanding the landscape of social justice: A critical ecological analysis. Educational Administration Quarterly, 40(1), 47-76.
Goleman, Daniel, Bennett, Lisa, & Barlow, Zenobia. (2012). Ecoliterate: How educators are cultivating emotional, social, and ecological intelligence. San Francisco, CA: Jossey- Bass and the Center for Ecoliteracy.
Gough, Annette. (1999). Recognising women in environmental education pedagogy and research: Toward an ecofeminist poststructuralist perspective. Environmental Education Research, 5(2), 143-161.
Gough, Annette. (2004). The contribution of ecofeminist perspectives to sustainability in higher education. In Peter Corcoran & Arjen E.J. Wals (Eds.), Higher education and the challenge of sustainability (pp. 149-161). Netherlands: Springer.
Gough, Annette. (2013). Researching differently: Generating a gender agenda for research in environmental education. In Robert P. Stevenson, Michael Brody, Justin Dillon, & Arjen E. J. Wals (Eds.), International handbook of research on environmental education (pp. 375-383). New York, NY: Routledge.
Graham, Mark A. (2007). Art, ecology and art education: Locating art education in a critical place-based pedagogy. Studies in Art Education, 48(4), 375-391.
Gruenewald, David A. (2008). The best of both worlds: A critical pedagogy of place. Environmental Education Research, 14(3), 308-324.
Gruenewald (Greenwood), David A., & Smith, Greg A. (Eds.) (2008). Place-based education in the global age: Local diversity. New York, NY: Routledge.
Hackman, (2015). Climate justice through a social justice lens [Online video]. Hackman Group. Retrieved from http://www.hackmanconsultinggroup.org/uncategorized/climate-justice-and-social-justice-as-sequential-issues/
Harvester, L. & Blenkinsop, S. (2010). Environmental education and ecofeminist pedagogy: Bridging the environmental and the social. Canadian Journal of Environmental Education, 15, 120-134.
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
Hauk, Marna. (2014). Gaia e/mergent: Earth regenerative education catalyzing empathy, creativity, and wisdom (Doctoral dissertation). Retrieved from Proquest (UMI 3630295). Retrieved from http://pqdtopen.proquest.com/doc/1563382491.html?FMT=ABS
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
Hauk, Marna & Bloomfield, Veronica. (2016a). 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 (pp. 359-378). New York, NY: Peter Lang.
Hauk, Marna. (2016b). 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.
Helguera, Pablo. (2011). Education for socially engaged art: A materials and techniques handbook. New York, NY: Jorge Pinto Books.
Kagan, Sacha. (2011). Art and sustainability: Connecting patterns for a culture of complexity. Piscataway, NJ: Transcript/ Transaction Publishers.
Kagawa, Fumiyo, & Selby, David. (2010). Education and climate change: Living and learning in interesting times. New York: Routledge.
Kahn, Richard V. (2010). Critical pedagogy, ecoliteracy, & planetary crisis: The ecopedagogy movement. New York: Peter Lang.
Kawagley, Angayuqaq Oscar, & Barnhardt, Ray. (1999). Education indigenous to place: Western science meets native reality. In Gregory A. Smith & Dilafruz R. Williams (Eds.), Ecological education in action: On weaving education, culture, and the environment (pp. 117-140). Albany: State University of New York Press.
Kester, Grant H. (2004). Conversation pieces: Community and communication in modern art. Berkeley: University of California Press.
Knowles, J. Gary, & Cole, Ardra L. (Eds.), Handbook of the arts in research: Perspectives, methodologies, examples, and issues. Los Angeles, CA: Sage Publications. doi: http://dx.doi.org/10.4135/9781452226545
Krasny, Marianne E., & Tidball, Keith G. (2015). Civic ecology: Adaptation and transformation from the ground up. Cambridge, MA: MIT Press.
Kulnieks, Andrejs, & Young, Kelly. (2014). Literacies, leadership, and inclusive education: Socially just arts-informed eco-justice pedagogy. Learning Landscapes 7(2), 183-193. Retrieved from http://learninglandscapes.ca/images/documents/ll-no14/ll-no14-final-lr-links.pdf#page=183
Leavy, Patricia. (2009). Method meets art: Arts-based research practice. New York, NY: Guilford Press.
Lotz-Sisitka, Heila. (2009). Climate injustice: How will education respond? In Fumiyo Kagawa & David Selby (Eds.), Education and climate change: Living and learning in interesting times (pp. 72-88). Florence, KY: Routledge.
Lotz-Sisitka, Heila, Wals, Arjen E. J., Kronlid, David, & McGarry, Dylan. Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction. Current Opinion in Environmental Sustainability, 16, 73–80.
Martusewicz, Rebecca A. (2013). Toward an anti­-centric ecological culture: Bringing a critical ecofeminist analysis to ecojustice education. In Andrejs Kulnieks, Kelly Young, & Dan Longboat (Eds.), Contemporary studies in environmental and indigenous pedagogies: A curricula of stories and place (pp. 260-272). Boston, MA: Sense.
McKenzie, Marcia, Hart, Paul, Bai, Heesoon, & Jickling, Bob. (Eds.). (2009). Fields of green: Restorying culture, environment, and education. Cresskill, NJ: Hampton Press.
Meadows, Donella H., & Wright, Diana. (2008). Thinking in systems: A primer. White River Junction, VT: Chelsea Green.
Mies, M., & Shiva, V. (2014). Ecofeminism: Critique, influence, change. New York, NY: Zed.
Russell, C. L. & Fawcett, L. (2013). Moving margins in environmental education research. In R. B. Stevenson, M. Brody, J. Dillon, & A. E.J. Wals (Eds.), International Handbook of Environmental Education Research (pp. 369-374). New York, NY: Routledge.
Sobel, David. (1996). Beyond ecophobia: Reclaiming the heart in nature education. Great Barrington, MA: Orion Society.
Smith, Linda Tuhiwai, & Tuck, Eve. (2013) Decolonizing methodologies [Online lecture video].
Smith, Linda Tuhiwai. (1999/2012). Decolonizing methodologies: Research and indigenous peoples. London, UK: Zed Books.
Sunday, Kristen. E. (2015). Relational making: Re/imagining theories of child art. Studies In Art Education, 56(3), 228-240.
Taylor, Dorceta E. (2000). The rise of the environmental justice paradigm. American Behavioral Scientist, 43(4), 508-580.
Taylor, Dorceta E. (2009). The environment and the people in American cities, 1600s–1900s: Disorder, inequality, and social change. Durham, NC: Duke University Press.
Terralingua. (2014). Terralingua Biocultural Diversity Education Initiative: An overview of a new approach to education and curriculum development. Retrieved from http://terralingua.org/our-work/bcd-education/
Tuck, Eve, & McKenzie, Marcia. (2015). Place in research: Theory, methodology, and methods. New York, NY: Routledge.
Tuck, Eve & Yang, Wayne K. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society 1(1), 1-40. Retrieved from http://decolonization.org/index.php/des/article/view/18630/15554.
Vizina, Yvonne. (Ed.). (2014). Exploring biocultural approaches to education. Terralingua Langscape, 3.
Wals, Arjen E. J. (Ed.). (2007). Social learning toward a sustainable world: Principles, perspectives, and praxis. The Netherlands: Waginengen Academic. Free ebook retrieved from http://www.wageningenacademic.com/doi/pdf/10.3920/978-90-8686-594-9
Walsh, Susan, Bickel, Barbara, & Leggo, Carl. (2015). Arts-based and contemplative practices in research and teaching: Honoring presence. New York, NY: Routledge.
Warren, Karen J. (2000). Ecofeminist philosophy: A western perspective on what it is and why it matters. Lanham, MD: Rowman & Littlefield.
Wolterstorff, Nicholas. (2015). Art rethought: The social practices of art. Oxford University Press.
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
Rachel Kippen, 2016
"Hawaiian Rapunzel"
Regenerating Circles & Cultures for Changing Climates
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
PS Rachel I LOVE this Plastics/Process graphic...
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:
Climate Justice
& Gaian Resilience
Social Incubator, 2016,
Portland, Oregon
Rachel's Project:
Save our Shores
Dream Academy Reclaimed Plastic Arts Project, 2016,
Santa Cruz, California
Full transcript