What is it about?

This article discusses an art installation made by pre-service art teachers in a place-based education course, which critiqued the colonial history of the park by provoking visitor responses. The piece examines through an anti-racist and anticolonial theoretical lens the histories of public parks in general, and the public park hosting this installation specifically, It then analyzes ways that the students artwork responded to - and failed to respond to - those colonial realities.

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Why is it important?

It highlights a way that art educators, and artists, may meaningfully respond to the political realities and histories of teaching on colonized land.

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This page is a summary of: Land-based art intervention: Disrupting settler colonial curriculum of public parks, International Journal of Education through Art, June 2022, Intellect, DOI: 10.1386/eta_00098_1.
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