Engaging First Peoples in Arts-Based Service Learning: Towards Respectful and Mutually Beneficial Educational Practices (Landscapes: the Arts, Aesthetics, and Education, 18)

This volume offers educators, higher education institutions, communities and organizations critical understandings and resources that can underpin respectful, reciprocal and transformative educative relationships with First Peoples internationally. With a focus on service learning, each chapter provides concrete examples of how arts-based, community-led projects can enhance and support the quality and sustainability of First Peoples' cultural content in higher education. In partnership with communities across Australia, Aotearoa New Zealand, Canada and the United States, contributors reflect on diverse projects and activities, offer rich and engaging first-hand accounts of student, community and staff experiences, share recommendations for arts-based service learning projects and outline future directions in the field. All educators with an interest in enhancing future teachers' understanding of social justice and arts-based learning will benefit from reading this book. Arts-based service learning is here presented as a tool for stepping outside traditional classrooms, in order to learn about culture and to engage with real subjects. The central concepts reciprocity, meaningful service, reflection, development and diversity are discussed using a wide range of references to international research. Although many of the chapters concern Australian projects carried out with Australian first peoples communities and Australian universities, the editors present the challenges and affordances on an analytical and reflective level that is both inspiring and useful to international readers. Eva Saether, Lund University, Sweden Front Matter....Pages i-xi Front Matter....Pages 1-2 Arts-Based Service Learning with Australian First Peoples: Concepts and Considerations....Pages 3-14 Translating Indigenous Reciprocity into University-Led Arts Practice and Assessment....Pages 15-29 Exploring University-Community Partnerships in Arts-Based Service Learning with Australian First Peoples and Arts Organizations....Pages 31-49 Finding Common Ground: Combining Participatory Action Research and Critical Service-Learning to Guide and Manage Projects with Aboriginal Communities....Pages 51-70 I’ll Paint you a Picture and You’ll Hear my Story: Broadening the Scope of Narrative Research for Arts-Based Service Learning....Pages 71-81 Front Matter....Pages 83-84 Learning in Community: Reflections on Seventeen Years of Visiting Kuntri....Pages 85-97 Australian Aboriginal Knowledges and Service Learning....Pages 99-117 Sustaining Indigenous Performing Arts: The Potential Decolonizing Role of Arts-Based Service Learning....Pages 119-131 A Qallunaaq on Baffin Island: A Canadian Experience of Decolonizing the Teacher....Pages 133-146 Transformations in Arts-Based Service Learning: The Impact of Cultural Immersion on Pre-service Teachers’ Attitudes to Australian Aboriginal Creative Music-Making....Pages 147-158 Kapa Haka Transforms Lives Through Arts-Based Service Learning: Developing a Sense of Community Ownership in Service Learning Projects: A Māori Perspective....Pages 159-174 Partnerships, Worldviews and “Primal Vibration” Lesson Plans....Pages 175-192 Service Learning in an Urban Aboriginal Community: “Real Aborigines Don’t Just Live in the Bush”....Pages 193-210 Front Matter....Pages 211-212 A Diffractive Narrative About Dancing Towards Decoloniality in an Indigenous Australian Studies Performance Classroom....Pages 213-226 Choose Life: The Potential for Reciprocal Healing Through the Arts....Pages 227-251 Reconceptualizing Sustainable Intercultural Partnerships in Arts-Based Service Learning....Pages 253-271 Back Matter....Pages 273-275 Annotation This volume offers educators, higher education institutions, communities and organizations critical understandings and resources that can underpin respectful, reciprocal and transformative educative relationships with first peoples internationally. With a focus on service learning, each chapter provides concrete examples of how arts-based, community-led projects can enhance and support the quality and sustainability of first peoples' cultural content in higher education