Public defence in Art Education, MA Michael Muyanja

Art from Home to School: Towards a critical art education curriculum framework, in postcolonial and globalisation contexts for primary school level in Uganda; by Muyanja Michael
Michael Muyanja

MA Michael Muyanja will defend the thesis "Art from Home to School Toward a Critical art education Curriculum framework in postcolonial and Globalisation contexts for primary School level in Uganda" on 3 November at 14:00 in Aalto University School of Arts, Design and Architecture, Department of Art and Media, in Y203a (Hall B), Otakaari 1, Espoo.

Opponent: Prof. Manisha Sharma, University of North Texas, USA
Custos: Prof. Kevin Tavin, Aalto University School of Arts, Design and Architecture, Department of Art and Media

Thesis available for public display 10 days prior to the defence at:
Doctoral theses in the School of Arts, Design and Architecture:

Public defence announcement:

Muyanja Michael’s ‘Art from Home to School’ dissertation explores in depth specific fundamental concerns regarding critical thinking strategies in teaching and learning, which empowers students via art education. Rather, it examined many aspects related to transforming the school curriculum, restore a stronger sense of historical cultural awareness; promote tolerance and cultural diversity through art education at primary level in Uganda.

‘Art from Home to School’ is a research investigation that discusses and argues against censored cultural heritage; earmarked as indigenous art and mother tongue use in primary schools of Uganda. It contributes to the analysis of the historical and cultural conditions under which past and current forms of teaching and learning have promoted exploitation, oppression, violence and global injustice. Along the same line, approaches like self-reflection, advocacy towards tolerance and free speech, as well as creating conditions that liberate the students’ learning using social justice were suggested for a decolonising critical curriculum of art education envisaged for primary level in Uganda.

Muyanja Michael’s research methods are derived from an ethnography and narrative analysis fieldwork study. The theoretical ideas and concepts of research focused on reviewing students’ stories and artworks produced to understand how they struggle to express and enact their marginalised voices in educational mechanisms that breed school violence against their in/tangible cultural heritages; regularly subdued due to Eurocentric and/or Western curriculums.

Findings in Muyanja Michael’s dissertation achieved practical and theoretical implications in which art teachers re-envisioning to plan and formulate a hypothetical critical curriculum of art education could capture visions to reform; decolonise teaching and learning devised to meet local needs and humanise schooling by centering on thoughtful considerations of students’ lived experiences.

Contact information of doctoral candidate:

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