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Human Rights, Information, and Communication Technology (ICT): A Case Study of Art Education Teacher Candidates


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1 University of Manitoba, Canada
     

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Case study research on human rights education is addressed within the context of a pre-service course entitled, "digiART and Human Rights: A New Media, Arts Integrated Project". The research was conducted during the fall-winter 2011/2012. The authors drew upon work during a previous 2011 Faculty of Education Summer Graduate Institute and incorporated these concepts into developing meaningful curricula using contemporary technologies. Following Tibbitts (2002) Human Rights Education Paradigm of the (1) values/awareness model (2) accountability model and (3) transformational model investigators found that models 1 and 3 served to enlighten teacher candidates' approaches to teaching human rights issues in which they incorporated ICT. New media processes during the preproduction to postproduction are described. This case study has potential for broader applicability across disciplines and provides incentive for a renewed dialogue about the value of visual arts and art education.

Keywords

Human Rights, Human Rights Education, Visual Arts Education, Information & Communication Technology (ICT), New Media, Teacher Education, Social Reconstructionism, Contemporary Art Education Practices.
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  • Human Rights, Information, and Communication Technology (ICT): A Case Study of Art Education Teacher Candidates

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Authors

Joanna Black
University of Manitoba, Canada
Orest Cap
University of Manitoba, Canada

Abstract


Case study research on human rights education is addressed within the context of a pre-service course entitled, "digiART and Human Rights: A New Media, Arts Integrated Project". The research was conducted during the fall-winter 2011/2012. The authors drew upon work during a previous 2011 Faculty of Education Summer Graduate Institute and incorporated these concepts into developing meaningful curricula using contemporary technologies. Following Tibbitts (2002) Human Rights Education Paradigm of the (1) values/awareness model (2) accountability model and (3) transformational model investigators found that models 1 and 3 served to enlighten teacher candidates' approaches to teaching human rights issues in which they incorporated ICT. New media processes during the preproduction to postproduction are described. This case study has potential for broader applicability across disciplines and provides incentive for a renewed dialogue about the value of visual arts and art education.

Keywords


Human Rights, Human Rights Education, Visual Arts Education, Information & Communication Technology (ICT), New Media, Teacher Education, Social Reconstructionism, Contemporary Art Education Practices.

References