Browsing by Author "Garcia Lazo, Verónica"

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    Awakening through the artist models
    (2024) Garcia Lazo, Verónica; Smith, Jill
    This article reports on research that investigated how students’ critical thinking skills can be developed through images. The research was located in New Zealand, a country whose national curriculum and assessment systems stress ‘thinking’ as a key competency and place emphasis on developing visual literacies. The research was underpinned by a critique of the impact of images on students living in an image-saturated world and the importance of them being visually literate. It involved examination and documentation of strategies used by two teachers to foster the critical thinking of year 13 students in visual arts education and their responses to those experiences. The research was positioned within an a/r/tographical framework, a method which links art, research and teaching, and privileges both text and image. The findings, presented as an integration of participant and researcher ‘voice’ and the ‘visual’, illustrate the profound effects of critical looking practice through an enquiry framework.
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    The Art of Not Belonging: Decolonising Intercultural Visual Arts Education in Chile
    (2024) Garcia Lazo, Verónica; Appelgren Muñoz, Daniela Solange
    This article presents the preliminary findings of research that explores how a sample of secondary school visual arts teachers conceptualise and embody interculturality across distinct public schools and Chilean regions. An increasingly culturally diverse Chile, postcolonial inequalities and Indigenous dispossession, and the tensions this creates in an educational system that privileges Western onto-epistemologies, present some critical challenges to intercultural visual arts education. These challenges open the opportunity to re-imagine the theories and methodologies that inform teachers and educational policies. While teachers are aware that interculturality acquires special relevance in art education since diversities can be explored and expressed, the field has historically struggled to belong in schools. This shows the need for decolonising the onto-epistemology that in education underpins issues of belonging through hierarchical categorisation and erasure of interdependence. To trouble such orientation, the research adopted the Mapuche onto-episteme of azmapu – beautiful and good earth – and posthuman theories of ‘entanglement.’ Both illuminate issues of belonging through relational and sensible ways of responding to difference that emphasise interdependence. Consistently, a/r/tography, an arts-based research methodology, enabled us to theorise about the findings through a relational approach and collage-making as embodied thinking.