THINKING WITH PAINT: TROUBLING SETTLER COLONIALISMS THROUGH EARLY CHILDHOOD ART PEDAGOGIES

Authors

  • Vanessa Clark University of Victoria
  • Veronica Pacini-Ketchabaw University of Victoria
  • B. Denise Hodgins University of Victoria

DOI:

https://doi.org/10.18357/ijcyfs.clarkv.5422014

Keywords:

early childhood art pedagogy, settler colonialisms, paint, contemporary art, storytelling

Abstract

 

In this paper we think with the specificities of paint to tell stories about entanglements of settler colonialism and paint and painting in early childhood art education. We see to become implicated (Razack, 1998) within settler colonialism in the context we now call Canada. We paint a messy non-linear picture of our work with children through a process of storytelling. Through complex pictures of how we are attempting (even if partially and imperfectly) to respond and stay with the trouble our stories bring forward, we gesture toward hope and decolonizing strategies. Our work takes inspiration from contemporary artists and from anti-racist and Indigenous scholars.

 

 

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Published

2015-01-08

How to Cite

Clark, V., Pacini-Ketchabaw, V., & Hodgins, B. D. (2015). THINKING WITH PAINT: TROUBLING SETTLER COLONIALISMS THROUGH EARLY CHILDHOOD ART PEDAGOGIES. International Journal of Child, Youth and Family Studies, 5(4.2), 751–781. https://doi.org/10.18357/ijcyfs.clarkv.5422014

Issue

Vol. 5 No. 4.2 (2014): Special Issue on "Materiality in Early Childhood Studies"

Section

Articles

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