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Authors:Molly Hiro, Jen McDaneld Abstract: Arts and Humanities in Higher Education, Ahead of Print. This essay uses the experience of building a new public humanities program to explore approaches for revitalizing the field. While public humanities scholars have recently focused much of their attention on the “public” part of the public humanities, in the day-to-day institutional context the lack of attention on the “humanities” part can lead to problematic consequences for demonstrating their value. By exploring how the humanities are both lost and found in the different pieces of our nascent program, we argue that the best way to build lasting interdisciplinary and campus-community bridges—and assert the humanities’ vitality—is to rebalance so that we’re placing just as much on emphasis on the practice of the humanities as on the engagement of the public. Citation: Arts and Humanities in Higher Education PubDate: 2022-06-20T07:55:50Z DOI: 10.1177/14740222221108861
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Authors:Tomas Hellström Abstract: Arts and Humanities in Higher Education, Ahead of Print. This paper focuses on how contributions are argued in research proposals in the humanities. Due to standardizing tendencies in research funding towards formats characteristic of science, technology, engineering and mathematics (STEM) subjects, there has been concern that the humanities are marginalized. In this study, ‘contribution statements’ were identified in proposals funded by the Bank of Sweden Tercentenary Foundation across the humanistic disciplines. These statements were systematically analyzed in terms of type and structure of contributions advanced. The results suggest that the humanities differ from the sciences in terms of specificity of focus, a high level of ‘acceptable serendipity’ in proposed outcomes, but that these disciplines structurally tend to adhere to the same types of research contribution arguments as STEM. A better understanding of the way in which humanities scholars frame contributions offers insight into how these fields change and how they relate to developments in the science policy and funding landscape. Citation: Arts and Humanities in Higher Education PubDate: 2022-06-20T01:23:14Z DOI: 10.1177/14740222221108857
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Authors:Wilson B Asea Abstract: Arts and Humanities in Higher Education, Ahead of Print. This article seeks to delve deeper into the discourse about the epistemic decoloniality of Westernised higher education in South Africa. Discrete academic studies have indicated that African Knowledge paradigms have not found a home in South Africa’s Westernised academies yet; knowledge patterns remain foreign and colonized. The current curriculum at a section of Historically White Universities in South Africa largely reflects the colonial and apartheid worldviews and is disconnected from African realities, including the lived experiences of most black South Africans, taking into account Arts and Humanities. Based on an examination of the decoloniality project and curriculum dishonesty and reform through literature study, the article calls for critical rethinking and reconfiguration, which should position South Africa, Africa, and last of all, the globe at the centre of knowledge production. Epistemic decoloniality at South Africa’s Historically White Universities should not be pursued with knowledge violence but rather with scholarly debate. This article introduces the framework of decoloniality by tracing the genesis of (South) Africa’s knowledge coloniality and initiates a discussion on the current epistemic decoloniality in South Africa’s Westernised higher education. The focus is on curriculum justice and knowledge integration across Historically White Universities in South Africa. The last portion of the paper applies the proposed measures to evaluate the cogency of decolonial discourses. Citation: Arts and Humanities in Higher Education PubDate: 2022-05-23T08:34:06Z DOI: 10.1177/14740222221104343
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Authors:Ana C Mendes, Lisa Lau First page: 223 Abstract: Arts and Humanities in Higher Education, Ahead of Print. Contributing to the debate on decolonising the curriculum, this reflective article questions: What does a safe space in a decolonised classroom mean' For whom is it safe' And at what cost' Must we redraw the parameters of ‘safe’' Prompted by a real-life ‘n-word incident’ in the classroom, this article unpacks the collision of decolonising the curriculum to continue making teaching and learning more pluriversal and inclusive, with the enactment of the ‘wounded attachments’ of identitarian politics and the playing of ‘Privilege or Oppression Olympics’. Using snippets from British parody and satire on decolonising the university, we query how far wokeness in a university setting can become political correctness taken to extremes that threaten decolonising efforts. In its concluding reflections, the article makes tentative recommendations for setting up safe spaces, away from self-silencing or censoring, and backing away from contention and provocation in the classroom. Citation: Arts and Humanities in Higher Education PubDate: 2022-05-05T05:12:08Z DOI: 10.1177/14740222221100711
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Authors:Laura M F Bertens First page: 240 Abstract: Arts and Humanities in Higher Education, Ahead of Print. Although the art historical canon has been the subject of fierce debate, it remains an essential construct, shaping textbooks and survey courses. Visual representations of the canon often illustrate these narratives. Students encounter diagrams in their studies and it is important to make them aware of the illusion of scientific objectivity. This paper proposes the use of the computer ontology, as a modeling tool with which students can make translations of existing diagrams. This forces them to reconsider the modeling decisions underlying traditional representations. The article takes as its case study the translation of Alfred Barr’s diagram of Modern Art, using the free tool Protégé. An analysis of this process allows us to consider the ambiguous meanings of nodes, relationships and dimensions of the model. Asking students to actively recreate this network of information is shown to be a valuable addition to traditional survey courses on Modern Art. Citation: Arts and Humanities in Higher Education PubDate: 2022-04-06T05:53:43Z DOI: 10.1177/14740222221081664
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Authors:Hannah Joyce Banks, Carl Walling, Jo Loth First page: 263 Abstract: Arts and Humanities in Higher Education, Ahead of Print. This article details the journey of a Theatre and Performance team working in Australian higher education during the COVID-19 pandemic. Using reflective practice informed by Social Constructivism, we addressed the dilemmas of building and shifting an online community of learners. Act One considers the unknown as we shifted online, and the new year gave way to a semester of developing solutions for teaching theatre in isolated learning environments. This focused on: peer-to-peer communication; group tasks in solo formats; and mechanisms for support. Act Two details the shift back into face-to-face collaborative learning environments focusing on artistic voice and flexible collaboration. How does one re-establish an ensemble while recognizing potential traumatic experiences' We developed effective pedagogical strategies in response to the crisis and pre-existing fault lines within a theatre curriculum. As the world recovers, we must recognize that the journey taken must inform future practice. Citation: Arts and Humanities in Higher Education PubDate: 2022-05-04T06:31:29Z DOI: 10.1177/14740222221095728
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Authors:Rhiannon Evans, Sarah Midford First page: 285 Abstract: Arts and Humanities in Higher Education, Ahead of Print. We argue that students can understand an historical period by building on the foundations of their existing knowledge. Specifically, popular media can be used to develop students’ historical literacies – that is their ability to engage with past societies vastly different from their own. Our methodology takes inspiration from the ancient Romans’ own partial literacies and utilises pedagogy drawn from Classical Reception Studies, which examines how the ancient world has been subsequently reinvented in everything from poetry to cinema. While traditional methods of teaching Classics potentially alienate learners and entrench the discipline’s elitism, we advocate learning about the past from a point of familiarity. Harnessing familiar texts and platforms to teach history can engage non-traditional learners and develop their historical literacies by leveraging pre-existing digital literacies. Furthermore, digital pedagogy fosters in students a sense that they can valuably contribute to disciplinary knowledge by recontextualising ancient sources. Citation: Arts and Humanities in Higher Education PubDate: 2021-11-08T06:18:47Z DOI: 10.1177/14740222211050566
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Authors:Sean Steele First page: 302 Abstract: Arts and Humanities in Higher Education, Ahead of Print. The article draws on concepts from speculative design to explore an alternative educational group existing outside the boundaries of an accredited university. Inspired by the imaginative approach of speculative design, I propose a small-scale reading and discussion group as a pathway to explore possible futures open to aspects of humanities education. The concept aims to reposition elements of the humanities from within the degree-granting Canadian university space to engage the wider public through a network meant to ideally foster an interconnected community of learners. This rhizomatic network would provide avenues for those without the means, access, or desire to pursue post-secondary education in the humanities to engage in questions that are relevant to their lived experience. I use an inquiry-based model of learning to explore probable, plausible, and preferable futures for liberal arts education as a way to challenge some current modes of thinking and provoke further discussion and research. Citation: Arts and Humanities in Higher Education PubDate: 2021-11-11T03:53:58Z DOI: 10.1177/14740222211050551
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