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Visual Artists and visual art

educators looking forsocial sustainability

InSEA European congress 2010 in Rovaniemi,

Lapland, Finland, 21-24 June 2010

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L idiot du village

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The United Nations

decade of education

for sustainabledevelopment (2005-

2014

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Sustainable development

populations, animal and plantspecies, ecosystems, natural

resources fight against

poverty, gender inequality,

human rights. , education for

all, health, human security ,intercultural dialogue

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we live in the idolatry of

technique and technology ,

in oppression andexploration .we privilege

competition and

individuality disregarding

community orientated civicbehaviours, we assume

competence will improve

efficiency and we hope to

have more success thanthe others

(Sbato, 2000:91-92).

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We need to make a

decisive move

towards more

sustainable

development both

because it is theright thing to do,

and because it is in

our long-term bestinterests

(defra.gov.uk).

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take action forchange:

we have to learn our

way out of currentsocial andenvironmentalproblems and learn

to live sustainably

(defra.gov.uk).

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changing

behaviours

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many visual art

educators are pushingthe boundaries of art

education, breaking

limits of areas of

knowledge,

technologies andpurposes of visual arts

education.

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Many visual artists are

engaged in socialchanges, addressing

polemic topics and

raising cutting edgequestions about

environment, social

justice, and other

important social issues.

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we mend our child memories , while wetalk about what is hurting us and about our

dreams , we use embroidery as a pretextto be together, the needle and the stringare the precious symbolic tools enablingus to talk and listen to the others . We also

perform in public spaces, where we satdown to mend and invite people toembroiderwith us

(Medellin ,Colombia, Rosalba Cano, 2-12-2009).

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The gipsies

Feared and

respected

Feared and

tolerated

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What happens whenartists are educatorsand educators are

artists joining forcesto achieve smallchanges in individuallives fosteringenvironmental, socialand culturalsustainability?

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In the borders

Art educators

Artists

Researchers

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Arts

connectedness/ collaboration,

healing/ rescuing

compassion/ transformation, rituals/ communion

Reflection/action/ transformation

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They are aware theywill not save theworld, but,

nevertheless theyare influencingsmall communitiesby taking politicalaction throughvisual artseducation.

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Patos al agua, Colombiahttp://patosalagua1.blogspot.com/

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El color y nuestros deseos de jugary rer son nuestro nico material

blico [2009-12-31 http://patosalagua1.blogspot.com/].

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Slovenia,

Irena

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ASSOL , Portugal

(http://www.assol.pt/)

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Slowlybindingtogofaraway

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Step by step

Good practice in art education for

sustainable development is not only

developed by people in the frontiers

between artists and teachers but are alsodeveloped in blurred territories.

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"The conditions for creative work today are

set within an increasingly variable reality

that is best apprehended syncretically: a

process that demands transcultural,transpersonal, and translaborative

perspectives."

Roy Ascott ( 2010)

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Towards sustainability : art

education as a tool for socialtransformation

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Thanks

teresaeca@apecv.pt