• Artículos

    The visual narrative of a Bubi and Galician arteducator travels to the classrooms of her two origins

    Vol. 25 No. 1 (2023)
    Published: 2023-01-16
    Tiffany López Ganet

    Introduction: This article pretends to share the autobiography’s possibilities to explore the migrant reality, gender, race or the sense of belonging through the arts and how this research reaches the schools. Methodology: From the author’s life story —a black, Bubi (original people of the Bioko island, Equatorial Guinea) and Galician (Galicia, Spain) woman who inhabits a mostly white environment— an Art-based Research methodology is created involving visual memories extracted from the domestic photographic archive and microtales connected to racist experiences. Results: Connecting the privacy of that self-perception with an afro, common and collective discourse, the experiences are extrapolated completing them with artistic and bibliographical references. Then art educational strategies are created to show the students a decolonial, anti-racist and afrofeminist discourse to work with them about respect, self-knowledge and non-discrimination. Conclusions: The author’s journey as the daughter of a migrant woman tells her diasporic reality through the photograph, video, collage and identity narratives and it reaches class-rooms from different educational centres of Spain, Canada, India and Equatorial Guinea. Of them all, this article focuses on its implementation in her two origins: Oleiros (A Coruña, Galicia, Spain) and Ela Nguema (Malabo, Equatorial Guinea).

    Keywords: Array, Array, Array, Array, Array, Array

    How to Cite

    López-Ganet, T. (2023). The visual narrative of a Bubi and Galician arteducator travels to the classrooms of her two origins. Rastros Rostros, 25(1), 1-18. https://doi.org/10.16925/2382-4921.2023.01.05

    Bajardi, A. y Álvarez, D. (2013). Contribuciones de la educación artística a la construcción de la identidad profesional docente: competencias básicas y comunicativas. Historia y Comunicación Social, 18, 615-626.

    Barone, T. y Eisner, E. (2012). Arts Based Research. Sage.

    Castiblanco-Cadena, J.A., Arango-Angulo, D. C., Niño-Ramírez, D. C. (2017). Solidaridad, responsabilidad y control emocional: sendero propicio para la convivencia estudiantil. Rastros Rostros, 19(35), 1-12. https://doi.org/10.16925/2382-4921.2017.35.01

    Desai, D. (2019). Cultural Diversity in Art Education. En R. Hickman (Ed.), The International Encyclopedia of Art & Design Education (pp. 1023-1043). Wiley.

    Fontcuberta, J. (2016). La furia de las imágenes. Notas sobre la postfotografía. Galaxia Gutenberg.

    Freire, P. (1970). Pedagogía del oprimido. Siglo XXI.

    Goodson, I. (2012). Developing Narrative Theory: Life Histories and Personal Representation. Routledge.

    Hernández, F. (2008). La investigación basada en las artes. Propuestas para repensar la investigación en educación. Educatio Siglo, XXI(26), 85-118. https://bit.ly/3Ockd3q

    Hooks, B. (1994/2017). Ensinando a transgredir: a educação como prática da liberdade [Enseñando a transgredir: la educación como práctica de la libertad] (Trad. M. Brandao Cipolla). WMF Martins Fontes.

    Kilomba, G. (2019). Memórias da plantação: Episódios de racismo quotidiano. Orfeu Negro.

    López Fernández-Cao, M. (2011). Memoria, ausencia e identidad. El arte como terapia. Eneida.

    López-Ganet, T. (2021). Transformando la educación desde el antirracismo, los feminismos negros y la comunidad afro por medio de las artes. Observar, 15, 84-103.

    López-Ganet, T. (2019). The watermelon woman II, 2019. [Video] YouTube. https://bit.ly/3x80Cto

    Mesías-Lema, J. M. (2019). Educación Artística Sensible. Cartografía contemporánea para arteducadores. Graó.

    Springgay, S., Irwin, R., Leggo, C. y Gouzouasis, P. (Eds.) (2008). Being with A/r/tography. Sense Publishers.

    MÉTRICAS
    ARTICLE VIEWS: 227
    PDF VIEWS: 403