Public Relations : Art Therapy Pedagogy Out of Bounds
- Submitting institution
-
University of Ulster
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- 78126507
- Type
- D - Journal article
- DOI
-
10.1080/08322473.2019.1667170
- Title of journal
- Canadian Journal of Art Therapy: Research, Practice, and Issues
- Article number
- -
- First page
- 104
- Volume
- 32
- Issue
- 2
- ISSN
- 0832-2473
- Open access status
- Compliant
- Month of publication
- October
- Year of publication
- 2019
- URL
-
https://ulster.sharepoint.com/:b:/s/REF2021/ESrCTHbrCeVCpJOJsTdrcL4BRQWQG1phU_xbrAvIYyLXcg?e=tM0rzy
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
-
1
- Research group(s)
-
B - Art, Design & Health
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- Art therapy pedagogy associated with the Art Hives network at Concordia University (Montréal, Quebec) and cultural practicums at Ulster University (Belfast, Northern Ireland) share in common a movement to develop learning studios that encourage public relations—unscripted relational encounters with activists, artists, allied professionals, and social practitioners that inform art therapy practice. The curriculum is composed through collaborations, with the art therapy educator becoming the curator of an educational assemblage that is beyond the boundaries of the university itself. This is pedagogy as civic practice, where knowledge parameters of the art therapy profession are transgressed and moved, as a choreography that extends beyond boundaries of habitual learning. This article encourages art therapy educators to devise multicentred learning studios (in public places) that support personal and social concerns. In this context art therapy education is constructed as a counterpoint to academic introversion. The proposal here is to mobilize art therapy education as an activist-informed reciprocation of ideas, actions, and resources.
The contribution of this paper is the enhancement of art therapy pedagogy, particularly to propose a model of teaching that is co-designed with social concerns at the forefront. The title of the article is informed by current debates within art therapy literature that challenge educators to apply public practice ethics that advocate on behalf of underserved and disenfranchised communities. Art therapy educators have an ethical responsibility to socially construct teaching within an ethos of public relations that transports students out of the classroom into the realities of socially engaged practice. Intersectional categories of social discrimination can be articulated through the lived experience of activist experts that influence and advocate within an art therapy curriculum that extends beyond the university campus.
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -