Childhoods: Inclusive Narratives through Art
Code: 106073 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Early Childhood Education | OT | 4 |
| Primary Education | OT | 4 |
Contact
- Name:
- Maria Montserrat Rifa Valls
- Email:
- montserrat.rifa@uab.cat
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
To be enrolled in this subject, it is recommended to pass the following compulsory subjects, previously, according to the degree:
Primary education degree: "Musical and visual education" and "Musical and visual education, and learning"
Early Chilhood education degree: "Visual Arts Education I" and "Visual Arts Education II".
Objectives and Contextualisation
This subject belongs to the mention on Performative education of the arts, which main objetive is to train future educators in early childhood and primary education through art education, based on the idea of constructing embodied learnings from a transdiciplianary view. The mention is constituted by this groups of subjects, which are clearly related among them:
Didactic innovation in the visual arts; Audiovisual languages and artistic expression; Artistic projects; Childhood: Inclusive Narratives Through the Arts; Territories of contemporary art as learning spaces*
In the case of this subject, we wish to achieve three specific goals:
1. Approaching to childhood, from a non adultcentric and decolonizing perspectives, in other words, from the analysis of power relations that intervene in the positions of age, gender, race-ethniticy, other capabilities, social class and sexual diversoty;
2. Knowing the tactics of arts-based educational research in a dialogue with the identities of children represented and experimented by artists, educators, researchers, from a perspective of social justice and inclusion;
3. Creating collaborative experiences of inclusive education to produce multiple stories of childhood throught the arts and learning how to share them.
Competences
- Early Childhood Education
- Analyse and recognize one's own socio-emotional skills (in terms of strengths, potentials and weaknesses) to develop those necessary for work and professional development.
- Design and regulate learning spaces in diverse contexts which attend to the particular issues of pupils regarding gender equality, equity and respect for human rights.
- Promote the autonomy and uniqueness of each pupil as factors of education in emotions, feelings and values in early childhood.
- Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
- Work in teams and with teams (in the same field or interdisciplinary).
- Primary Education
- Analyse and recognise one's own socio-emotional skills (in terms of strengths, potentialities and weaknesses), to develop those that they are necessary for professional development.
- Design, plan and evaluate education and learning processes, both individually and in collaboration with other teachers and professionals at the centre.
- Maintain a critical and autonomous relationship with respect to knowledge, values and public, social and private institutions.
- Reflect on classroom experiences in order to innovate and improve teaching work. Acquire skills and habits for autonomous and cooperative learning and promote it among pupils.
- Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
- Work in teams and with teams (in the same field or interdisciplinary).
Learning Outcomes
- Acquire criteria and resources to advise and intervene at the primary education stage.
- Be open to signs of aesthetic, social and cultural changes that make it possible to avoid aesthetic or didactic stereotypes.
- Demonstrate capacity for creation and reflection in carrying out artistic projects.
- Demonstrate competence in the comprehension and dissemination of the different artistic manifestations in different communicative and multicultural formats.
- Demonstrate competence in understanding and disseminating the various manifestations of art in different communicative and multicultural formats.
- Displaying creative and reflective capabilities in the implementation of art projects.
- Express critical and objective arguments with respect to the functions and tasks performed by social institutions.
- Guide parents regarding family education in the 0-6 period.
- Have the capacity to organize both personal and group work to perform the tasks required of the subject.
Content
This subject is structured through four main topics:
1. The construction of children's identities from a decolonial gaze. The "other" childhood
2. Narrators of childhood: transdiciplinary stories from contemporary arts and visual culture
3. Childhood, agencement and learnings from inclusive art education
4. Collaborative design of performative art education as a mode of empowering children's life.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Childhood and diversity: stories of otherness | 15 | 0.6 | 8, 9 |
| Theoretical presentations and readings on the visual history of diverse childhood | 30 | 1.2 | 8, 4 |
| Type: Supervised | |||
| Contemporary narratives of childhood in contemporary arts and visual culture | 30 | 1.2 | 9, 2, 4 |
| Type: Autonomous | |||
| Arts-based inclusive design in education and counter-narratives of childhood | 75 | 3 | 8, 6, 3, 4 |
Performative Arts Education places the focus on people’s learning processes through the arts, eschewing traditional teaching methodologies.
A change of perspective that leads us to talk about a pedagogy of the event and transformation scenarios, where the interaction of knowledge is prioritized, presences-identities and artistic languages. In addition to rethinking the conceptions of time and space in the learning of the arts, we propose to live artistic creation and participate in collaborative projects, connecting with current changes in innovation-oriented education.
The teaching strategies are based on the performative pedagogies of the arts, in arts-based educational research, and the narrative construction of learnings, identities and diversity.
Regarding the materials that will be used during the subject in the workshop sessions, priority will be given to natural elements and recycled materials.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Group activity 1: Creating a collaborative story | 25% | 0 | 0 | 8, 7, 3, 4 |
| Group activity 2. Collaborative design with children towards an inclusive art education (including individual work evidence) | 25% | 0 | 0 | 8, 1, 9, 2, 6, 3 |
| Individual activity 1. Writing and analysis of an account of childhood | 25% | 0 | 0 | 9, 2, 5 |
| Individual activity 2. Critical reflection and presentation of a reading about childhood | 25% | 0 | 0 | 2, 7, 4 |
The activities should be delivered according to the following prevision:
- Individual activity 1. At the beginning of topic 1.
- Group activity 1. At the end of the topic 2.
- Individual activity 2. At the end of the topic 3.
- Group activity 2. At the end of the course.
Students will receive feedback on the activities within a maximum period of 20 days after they have been submitted.
One of the necessary criteria to pass this subject will be to show, throughout the course, that the student has developed some personal and social skills essential to be "a good teacher": active participation in classes, responsibility and rigor in autonomous work, not judging, arguing, appropriate use of electronic devices (mobile, computer, etc.), critical thinking and behaviors that favor a friendly and positive environment, democratic and where differences are respected. The subject teacher will observe, document the sessions and write down evidence in relation to these personal and social skills of the students; and will be evaluated throughout the course.
It is also necessary that the student shows a good general communicative competence, both orally and in writing, and a good command of the language or languages that appear in the teaching guide.
The assessment will also focus on skills for cooperative and teamwork and will be gender sensitive.
Only the individual activities and/or evidence could be re-assessed (tha date of the re-assessment delivery will be 06/02/2025). There is not possibiity for re-assessment when plagiarism.
The unique assessment will consist of a written essay on the four topics of the subject (the date is: 19/12/2024). The recovery of the unique assessment will consist of an oral essay (the date is the same that of the continuous assessment: 06/02/2025).
Failure to participate in individual and group activities, along with lack of evidence in the written evidence, will resultin a non-assessment.
In order to ensure consistency and transparency in the use of AI in the subject and itsassessable activities, we adhere to the Responsible Use Model 3: In this subject, the use of Artificial Intelligence (AI) technologies is allowed as an integral part of the development of the work, always if the final result reflects a significant contribution by the student in the analysis and personal reflection. The student must clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final result of the activity. The lack of transparency in the use of AI will be considered a lack of academic honesty and may lead to a penalty in the grade of the activity, or greater sanctions in serious cases.
However, it must be taken into account that the use of artificial intelligence (AI) involves considerable energy consumption. Therefore, it is important to promote responsible and efficient use of AI in the educational field, prioritizing applications with a positive impact and avoiding unnecessary use in order to minimize the environmental impact.
Bibliography
Aberasturi Apraiz, E. & Correa, J. (2021). Cartografías artísticas en investigación educativa. En Rivas-FLores, J.I. Investigación transformativa e inclusiva en el ámbito social y educativo. Barcelona: Octaedro
Atkinson, D. (2022). Pedagogies of taking care. London, UK: Bloomsbury.
Balagopalan, S.; Wall, J. & Wells, K. (eds.) (2023). The Bloomsbury handbook of theories in childhood studies. London, UK: Bloomsbury Academic.
Barone, T. & Eisner, E. W. (2011). Art based research. Thousand Oaks, CA: Sage.
Christensen, P. H. (2004). Children's participation in ethnographic research: Issues of power and representation. Children and Society, 18(2), 165-176.
Coole, D. & Frost, S. (eds.) (2010). New materialisms. Ontology, agency, and politics. Durham and London: Duke University Press.
Corsaro, W. A. (2003). We're friends, right?: Inside kids' culture. Washington, DC: Joseph Henry Press.
Hanson, K. (moderador) (2018). 'Global/local' research on children and childhood in a 'global society'. Childhood, 25(3), 272.296. Doi: 10.1177/0907568218779480
Haraway, D. (2019). Seguir con el problema. Generar parentesco en el Chthuluceno. Bilbao: Consonni.
Jenks, C (Ed.) (1992). The Sociology of childhood: Essential readings. Hampshire: Gregg Revivals.
Kirby, P. (2020). Children’s agency in the modern primary classroom. Children and Society, 34(1): 17-30.
Lahman, M. K. E. (2008). Always othered: Ethical research with children. Journal of Early Childhood Research, 6(3), 281-300.
Leavy, P. (2017). Handbook of arts-based research. New York, London: The Guilford Press.
McNiff, S. (1998). Art-based research. London: Jessica Kingsley Publisher.
Nieuwenhuys, O. (2013). Theorizing childhood (s): Why we need poostcolonial perspectives. Childhood, 20(1), 3-8.
Nolas, S-M.; Varvatakis, Ch. & Aruldoss (2023). How to invent childhood publics with photo-stories. En Tomás S. C. & A. Estalella (eds.). An Ethnographic Inventory: Field Devices for Anthropological Inquiry. Abingdon and New York: Routledge
Rifà Valls, M. (2010). Developing contemporary art-based curriculum practices for diversity and social justice. En Anderson, T.; Gussak, D.; Hallmark, K.K. & Paul, A. (Eds.). Art Education for Social Justice Reston A.V, USA, NAEA (chapter 28). ISBN: 78-1-890160-47-0.
Rifà Valls, M. & Bertran Tarrés, M. (2020). Las epistemologías del self. Cap. 8. En Ocaña, A.; Hernández, F.; Rivas-Flores, N.; de Pablos, J.; Sancho, J.M. y Montero, L. (Coords.). Caminos y derivas para otra investigación educativa y social. Barcelona: Octaedro, 123-137.
Sarmento, M. J. (2004). As culturas da infancia nas encruzilhadas da segunda modernidade. In Sarmento, M. J. and A.B. Cerisara, Crianças e Miúdos. Perspectivas sociopedagógicas da infancia e educaçao. Porto: Ediçoes ASA.
Spyrou, S. (2018). Disclosing childhoods. Research and knowledge production. London, UK: Palgrave Macmillan.
Stryker, R. & Yngvesson, B. (2013). Fixity and fluidity–circulations, children, and childhood. Childhood, 20(3), 297-306.
VV.AA. (2021). Grietas y provocaciones. Congreso Regional InSEA, Cusco, Perú. E-book. https://www.insea.org/wp-content/uploads/2023/04/EBOOK-CUSCO-2021.pdf
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Warming, H. (2011). Getting Under their Skins? Accessing Young Children’s Perspectives through Ethnographic Fieldwork. Childhood, 18(1), 39-53.
Software
Text and image editors.
Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Catalan | first semester | afternoon |
| (TE) Theory | 1 | Catalan | first semester | afternoon |