Abstract
Lastly, this chapter compares and contrasts this project and the author’s argument in favour of creative pedagogies and research interventions with trends in both educational and research contexts internationally. There is ‘no correct pedagogical model’ (Gallagher 2003) for how to ‘do’ arts education or arts-in-schools or arts-as-knowing, as this book has argued. For those readers wishing for a ‘how to’ manual on how to use ethnocinema in the classroom (as Freire would say), you will have to find your own way. But what is clear is that both inside and outside schools, all kinds of arts practices are flourishing despite the neoliberal agendas which are on the increase. This appendix offers a brief overview of some creative pedagogical practices in the British, North American and Australian contexts in order to highlight one last time the ways in which arts pedagogies, like other expressive and creative endeavours, are increasingly crossing borders in the twenty-first century.
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Harris, A.M. (2012). Appendix B: Ethnocine-ME (Co-created with All Co-participants) and Doing Arts Education: An International Context. In: Ethnocinema: Intercultural Arts Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4226-0_10
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