Multidisciplinary approaches to anti-racist education: An introduction to the talacchanda exhibition and education project

International Journal of Art and Design Education

Volumn 23, Issue 1, 2004, Pages 48-62

  Thapalyal, Ranjana ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34249344491     PISSN: 14768062     EISSN: 14768070     Source Type: Journal    
DOI: 10.1111/j.1476-8070.2004.00381.x     Document Type: Article

References (10)

1. Quotation in text and below from the Race Relations (Amendment) Act 2000 in www.homeoffice.gov.uk "⋯there is a common general duty applying to all public authorities, supported by proportionate specific duties, CRE guidance and, when necessary, CRE enforcement. The related requirement to give the Secretary of State for Education two months advance warning of any race discrimination claim to be brought against an education body have been replaced with a simple requirement to notify him of any claim. Also powers to direct schools in respect of their general duty have been replaced by the enforcement powers given to the CRE." 2. Reference to the is to the English translation by Manomohan Ghosh (1950): The Natyasastra A Treatise on Hindu Dramaturgy and Histrionics Ascribed to Bharata -Muni Volume I (Chapters I -XXVII), the Royal Asiatic Society of Bengal, Calcutta.
2. Reference to the is to the English translation by Manomohan Ghosh (1950): The Natyasastra A Treatise on Hindu Dramaturgy and Histrionics Ascribed to Bharata -Muni Volume I (Chapters I - XXVII), the Royal Asiatic Society of Bengal, Calcutta.
3. Panchal, Goverdhan (1996): The Theatres of Bharata and Some Aspects of Sanskrit Play Production, Munshiram Manoharlal Publishers Pvt Ltd, New Delhi.
4. Film of Anjana Rajan by Padam Singh, Ray Tallon, Dave Flaherty.
5. Induction of workshop leaders was led by Aileen Campbell. Participating artists included Jude Richardson and Rekha Kotecha.
6. As an aside, it may serve well to consider whether we too easily accept the notion that the children of contemporary society will respond only to fast, action filled activities. In both the art and dance workshops, both primary and secondary aged groups demonstrated a noticeable ability to listen and be quite contemplative for significant periods of time, when this was alternated with opportunities for them to interact and offer opinions.
7. The students who participated in, this pilot scheme are: Angela Hughes, Chris Meighan, David Kerr, Elizabeth Meechan, Giannina Capitani, Jane Kellock, Kirsty Hull and Leigh Mulrine. Schools involved were Battlefield Primary, Langside Primary, Victoria Primary, and Penilee Secondary School, now known as Rosshall Academy.
8. Other important parts of the Talacchanda education programme were: Staff Development Day GSA Led by Paul Dash who was also the external advisor to the Talacchanda project. GSA Library Head librarian John Mckay, has become actively involved in seeking ways to enhance the library's potential as a central node in the creation of inter-cultural education awareness. Anjana Rajan introduced classical Indian dance to Scottish Ballet's Youth and Integrated Companies. She also produced a performance for the Inspiration Festival of Arts for Young people with 30 primary 6 children from Glendale Primary School.
9. An important part of achieving such awareness and engendering respect would entail the preparation of students and pupils prior to taking part in workshops. This area is often neglected by otherwise enthusiastic participants in intercultural workshops and events, but plays a crucial role in pupils' and students' perception of the value of what they experience. The message that a workshop or artist's residency is worthy of attention is clearly underlined if efforts are made by a class instructor to engage with topics being covered. Equally, an apparent lack of such engagement can hinder, and even counter act positive outcomes of inter-cultural activity.
10. In terms of inter-cultural and anti-racist awareness, it was interesting to note that most of the children in the workshops were not aware that the ancient history of the Indian sub-continent predates by thousands of years the political division of India, Pakistan and Bangla Desh. This information is particularly significant for children with parental origins in these countries and is an example of the kind of unexpected opportunities which exist within art education to foster a sense of shared history.