{"id":14100,"date":"2020-08-10T18:41:20","date_gmt":"2020-08-10T18:41:20","guid":{"rendered":"http:\/\/artjournal.collegeart.org\/?page_id=14100"},"modified":"2020-08-13T20:39:42","modified_gmt":"2020-08-13T20:39:42","slug":"14100-2","status":"publish","type":"page","link":"http:\/\/artjournal.collegeart.org\/?page_id=14100","title":{"rendered":""},"content":{"rendered":"\n

Call for Projects<\/h4>\n\n\n\n
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Hard Lessons: Trauma, Teaching, Art History<\/h3>\n\n\n\n

Jenevieve DeLosSantos and Kathleen Pierce<\/p>\n\n\n\n

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The spring of 2020 has presented unfathomable challenges: challenges to the way we teach, to the way we interact with our students and colleagues, and to our very conceptualization of the discipline of art history. Amid public health, social justice, and economic crises, experts claim that we have entered a \u201cnew normal\u201d\u2014one that exacerbates long-held, and sometimes deeply personal, traumas. As instructors or museum educators, we confront this new reality not just theoretically but also tangibly in our teaching. Unlike in other disciplines, the art history classroom is often a space where students encounter difficult moments of history (and the present) translated into striking, and sometimes painfully beautiful, visual forms. Instructors are thus tasked with creating safe, inclusive, and productive learning environments that facilitate the direct address of potentially triggering histories while simultaneously respecting how students from diverse backgrounds and life experiences are located relative to these images and histories. Addressing challenging content alone, however, is not enough. It is clear that we need to directly consider the ever-present, complex dynamics of trauma, accessibility, and racial, sexual, and gendered violence as we formulate our very pedagogical approaches, learning goals, and assessments.\u00a0\u00a0<\/p>\n

In the timely series Hard Lessons: Trauma, Teaching, Art History<\/strong> for Art Journal Open<\/em>, we aim to create space for teacher-scholars to navigate the intersection of trauma and the teaching of art history, in both theory and practice. While there have long been conversations about art historical subjects that relate to violent histories, we aim to advance this conversation beyond content to think explicitly about the pedagogical approaches we use to facilitate these dialogues. We seek proposals for diverse and multimodal contributions that mine the possibilities enabled by AJO<\/em>\u2019s digital platform. Contributions might take the form of short scholarly papers (around 2,000 words); sample assignments, syllabi, and\/or rubrics; theoretical considerations of the teaching of difficult historical subjects; first-person reflections; statements of teaching philosophy; or collaboratively produced work, among other options.\u00a0<\/p>\n

Topics might include:<\/p>\n