ReShaping Worlds: Thinking with and through positionality for thriving futures

Abstract

Art theory as taught in Australian higher education still predominantly focuses on Eurocentric artistic practices, methodologies and histories, with practices by First Nations artists and artists of colour often relegated to tokenistic one-off lectures. This approach to syllabus fails to reflect the depth and breadth of contemporary art and creates an inherently imbalanced perspective disconnected from the diverse experiences of students. Simultaneously, students are expressing their own expectations for an empowered and critically reflexive art education. Using the undergraduate art theory course, ReShaping Worlds, as a case study, this collaborative article discusses the importance of developing curriculum that provides students with an expanded perspective on artistic and curatorial practices by decentring hegemonic Eurocentric art narratives and reflecting on positionality. In doing so, we also highlight our roles as arts educators in facilitating and supporting reflexive and critical practice amid climates of political, social and ecological uncertainty.