Abstract
The development of an innovative pedagogical model based on case study research about human rights education regarding discourses of power and food in relation to visual arts education and human ecology education will be examined. The authors outline two ongoing studies about “digiART” and Human Rights: New Media, Art, and Human Ecology Integrated Projects. These projects have been held at the University of Manitoba, Canada for pre-service teachers training to be secondary level educators: the research has been ongoing since 2013. As a result of the studies, meaningful curricula and innovative pedagogy have been developed using contemporary technologies. Key to the studies is not only the incorporation of creative teaching and learning about digital technologies at the higher education level but also integrating human rights issues into curricula. The authors’ approaches to teaching human rights issues to pre-service teachers are described in which they incorporate creative technologies to foster an innovative pedagogical model, and develop productive learning using digital technologies. Student’s new media practices from preproduction to postproduction are delineated and benefits from using this approach are discussed.
Highlights
Human vulnerability in relation to food, ourselves, our lives, and our society at large is an issue that is affected by political, economic, social, and cultural components
When we focus on the Holodomor, we can see that an act of genocide was committed against the Ukrainian people by Joseph Stalin’s Soviet Communist regime in 1932-1933
There were 22 students involved in the research in total as one of the students was enrolled in both the Visual Art and Human Ecology Education classes
Summary
Human vulnerability in relation to food, ourselves, our lives, and our society at large is an issue that is affected by political, economic, social, and cultural components. Art educators discuss the significance of adapting an interdisciplinary focus [24] Cornelius, Sherow, and Carpenter, (2010) They strongly advise that a key approach to Human Rights Education (HRE) should include fostering student risk taking, development of learners’ critical thinking skills and nurturing creativity in the overall approach to teaching and learning ([16] Dolejšová, 2016; [20] Reilly, 2015; [26] Halsey-Dutton, 2016; [21] Rollings, 2016). It is written in Article 25 that, “Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food...” We have addressed this key concept in our case study research regarding two courses for pre-service teachers in a faculty of education. In establishing the assignments dealing with human rights, we have incorporated the study of contemporary artists, using an interdisciplinary focus, asking our students to take risks, develop critical thinking skills, and approach their projects creatively within the development of artistic digital multimodal texts
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