Decolonising Film Education

• The discussion around how to develop curricula that are inclusive and reflexive of their historical and epistemic positions has grown in urgency. This is connected to discourses around the call for decolonising institutions, reconstituting teaching-learning frameworks and revitalising pedagogy, which draws from and includes multiple experiences and subjectivities present in the classroom. How then do we approach the necessity for revising received certainties of western knowledge paradigms and reference points to include histories, experiences and image-making practices that draw from multiple positions and perspectives? More significantly, images (and image-making) are increasingly central to modes of expressing research processes and outcomes across faculties and disciplines. Experiments in decolonising pedagogy implies that there are no given certainties of what decolonising might mean in image-making beyond its metaphoric meanings. The approach suggests working through historical and contemporary power relations in representations to encourage collaborative understandings of what the “decolonial” might be that advances active teaching-learning and encourages critical thinking which is central to the idea of critical pedagogy. More importantly how does this relate to the contemporary issues in film education where online platforms are increasingly central to education and exhibition (dissemination) of content. Drawing from the conference-workshop titled: Decolonising Pedagogy: Exploring processes in image-making as a case study this presentation provides some reflection on the implications of shifting paradigms and challenging received canons and addressing an integrated disciplinary approach to other (across) disciplines. This presentation will offer a set of conceptual possibilities gleaned not just from this particular workshop-conference but site some examples from visual methodologies framed by the BRICS (Brazil, Russia, India, China South Arica) geo-economic alliance film practice research. The ideas proposed in this presentation will further suggest that strategies for active learning implies not just a radical shift in pedagogic approaches but that the re-examination of the curriculum advances socio-political enquiry, affirming critical thinking by encouraging student engagement with curriculum (content) and the how (methods) of what is taught (not just the what (content) of the curriculum) is paramount to active learning.

Ämnesord

HUMANIORA  -- Konst (hsv//swe)

HUMANITIES  -- Arts (hsv//eng)

HUMANIORA  -- Annan humaniora (hsv//swe)

HUMANITIES  -- Other Humanities (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

HUMANIORA  -- Konst -- Bildkonst (hsv//swe)

HUMANITIES  -- Arts -- Visual Arts (hsv//eng)

HUMANIORA  -- Annan humaniora -- Kulturstudier (hsv//swe)

HUMANITIES  -- Other Humanities -- Cultural Studies (hsv//eng)

HUMANIORA  -- Konst -- Filmvetenskap (hsv//swe)

HUMANITIES  -- Arts -- Studies on Film (hsv//eng)

Nyckelord

film education

film schools

decolonial film practices

aesthetics

ethics

decolonial practices

epistemology

aesthetics 2020 Scottish International Film Education Conference at University of Edinburgh

and Edinburgh College of Art

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