Abstract
It is undeniable that we are living in a time of fractious relations between groups of people who display differences based on their abilities, ethnicity, and cultural traditions. Many in society, including educators, are concerned with what can be done to promote inclusion and diversity within our schools and larger communities. Anti-racism programs have been somewhat effective in the past, but in our current era, simply telling our students to not exclude others does not go far enough. Consequently, I believe it matters that educators provide opportunities for students to interact with peers that they do not usually spend time with because when we come to know others we are less likely to make negative assumptions. I would offer engaging in collaborative art activities can provide ways to creatively and respectfully express diverse perspectives and discover shared values. Collaborating on art projects not only promotes positive relationships, but also stimulates the imagination, offering students the means to “re-imagine” the world we share. The question “what kind of world do you want to live in?” was a key motivator for the study I implemented with elementary students. The purpose of the project was to investigate ways collaborative art making and reflective practice can encourage more empathetic connections between students. Based on evidence collected through qualitative arts-based research, this paper shares findings from the study and discusses possible implications for the classroom.
Presenters
Jan MacLeanSenior Lecturer, Art Education, Literacy, Simon Fraser University, British Columbia, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2025 Special Focus—The Art of Hospitality
KEYWORDS
Belonging, Empathy, Inclusion, Identity, Reflective practice
