Public art as public pedagogy: memorial landscapes of the Cambodian genocide

2018 ◽  
Vol 35 (3) ◽  
pp. 334-361 ◽  
Author(s):  
Kathryn L. Hannum ◽  
Mark A. Rhodes
2019 ◽  
Vol 8 (2) ◽  
pp. 201-215
Author(s):  
Daniel Palmer

In the archive of Australian photography, few images point to the gross injustices experienced by Indigenous Australians more forcefully than a 1906 photograph depicting a group of Aboriginal people in neck chains. More recently, few images point to Indigenous self-empowerment more powerfully than a 1993 press photograph of footballer Nicky Winmar lifting his jumper to point proudly to his dark skin. This article explores the extraordinary legacy of these two images and specifically their translation into prominent contemporary public artworks ‐ respectively, a street mural in inner Melbourne and a statue located outside a major football stadium in Perth. I argue that by drawing on, but also extending, the original content of the images, these public translations of the photographs, and the story of their coming into being, become another chapter in the lives of the images. Moreover, in the shift from print to pavement, they transform public spaces into sites of public pedagogy.


2012 ◽  
Vol 13 (7) ◽  
pp. 675-682 ◽  
Author(s):  
Nick Schuermans ◽  
Maarten P.J. Loopmans ◽  
Joke Vandenabeele

2020 ◽  
Vol 97 (1) ◽  
pp. 3-32
Author(s):  
Robert W. Cherny

The federal art programs of the New Deal produced public art in quantities not seen before or since. Historians have studied many aspects of the New Deal's art programs, but few have considered the long-term history of works produced by them. New Deal art programs produced large numbers of public murals—so many that such murals are often thought of as the typical form of New Deal art. They thus provide readily available examples of the long-term experience of New Deal art. San Francisco has a particularly rich collection of these murals. Some of them have been well cared for over the past eight decades, but public officials have proved negligent stewards—and occasionally destructive stewards—of others. Some of San Francisco's murals were considered so controversial at the time they were created that they were modified or even destroyed. Others became controversial later, with calls for modification or destruction. Some of the latter were covered, some were vandalized, and some have deteriorated. Most of the damaged murals have been restored, sometimes more than once. This article looks at the city's New Deal murals at Coit Tower, the Mothers Building at the Zoo, the Beach Chalet, the University of California San Francisco, the Alemany Health Center, Treasure Island/City College, and Rincon Annex/Center, with special attention to the George Washington High School murals that have recently been highly controversial. Controversies over the murals at Coit Tower, Rincon Annex, and George Washington High School also reveal significant changes in the role of the city's political and civic leadership with regard to public art.


Public Voices ◽  
2017 ◽  
Vol 14 (2) ◽  
pp. 55
Author(s):  
Tony Carrizales

Public Service, in popular culture, can be viewed through many artistic lenses. Although there has been a consistent negative portrayal of government through art forms such as film and television, this research looks to review how government institutions in the United States have used art to provide a positive portrayal of public service. Eight forms of public service art are outlined through a content analysis of the holdings at the Virtual Museum of Public Service. The findings show that government and public entities have historically and continually engaged in promoting public service through art. Many of these public art examples are accessible year round, without limitations, such as buildings, statues, and public structures.


2021 ◽  
pp. 147490412110056
Author(s):  
Lovisa Bergdahl ◽  
Elisabet Langmann

The paper offers a pedagogical response to the complexity of sustainability challenges that takes the existential and emotional dimensions of climate change seriously. To this end, the paper unfolds in two parts. The first part makes a distinction between ‘public pedagogy’ as an area of educational scholarship and ‘pedagogical publics’ as a theoretical lens for identifying certain qualities within educational environments, exploring what potential this distinction has for rethinking public pedagogy for sustainable development. Turning to Bonnie Honig (2015) and her call for creating ‘holding environments’ in the public sphere as a response to the democratic need of our time, the second part translates her political notion into an educational notion asking what fostering pedagogical publics as holding environments might involve. In relation to sustainability challenges, it is suggested that an environment that ‘holds’ people together as a pedagogical public has three main qualities: a) it makes room for new rituals for sustainable living to be developed in order to offer a sense of permanence; b) it invites narratives that can frame sustainability challenges in more positive registers; and c) it reinstates an intergenerational difference that serves to give back hopes and dreams to adults and children in troubling times.


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