PUBLICATIONS, PRESENTATIONS & WORKSHOPS
PUBLICATIONS & CATALOGS
ILAVALAI, JAFFNA AND ALAMPIL, MULLAITIVU, SRI LANKA 2016 - 2019.
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ARTSACTION GROUP IN KOSOVO AND SRI LANKA (2013 - 2019)
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PRESENTATIONS & WORKSHOPS
Godfrey, J., Gollopeni, R., Holt, A., Maguire, C., McCallum, R., Simpson, J. ArtsAction Group: A collective fostering of capabilities through socially engaged art. Human Development and Capabilities Association, Connecting Capabilities, London, UK. 2019.
Holt, A., Maguire, C., McCallum, R., Mecelicaite, E., Simpson, J., Healing Centered Engagement (HCE) through the Arts with Tamil Communities in Northern Sri Lanka. Paper presented at the National Art Education Association, Boston, MA. 2019.
Maguire, C. (2018, April 25). Arts Equity: Practicing Creative Activity as a Human Right [Webinar]. In NAEA Virtual Art Educators. Retrieved from https://virtual.arteducators.org/products/art-education-journal-connections-arts-equity-practicing-creative-activity-as-a-human-right
Maguire, C. (2018, February 23). Moderator. “Advocacy through the arts,” UNA-USA Global Engagement Summit, United Nations.
Maguire, C., McCallum, R., Holt, A., Zwirn, S. Utopia/Dystopia: An Experiential STEAM Workshop with Youth in a Post-Conflict Setting. Paper presented at the National Art Education Association, Seattle, WA. 2018.
Maguire, C., McCallum, R. Art and Psychosocial Healing in Conflict Sensitive Settings. Workshops developed for students, faculty and counselors at the request of Jesuit Centre for Social Concern at Alampil Roman Catholic School, Mullaitivu, Sri Lanka, 2016.
Maguire, C., McCallum, R. ArtsAction Group: Fostering Capabilities Through the Arts. Two day workshop at the Introduction to Art Therapy and Social Action course, Lefika La Phodiso/The Art Therapy Centre, Johannesburg, South Africa, 2016.
Maguire, C. The Art of Placemaking: Global Projects and Pedagogy Western Sahara. Paper presented at the National Art Education Association, New Orleans, LA, 2015.
Ord, T., Maguire, C. Arts-Based Activism Towards Liberation: The Case of the Western Sahara. Paper presented at the 6th European Conference On African Studies, Collective Mobalizations in Africa: Contestation, Resistance, Revolt, Sorbonne, Paris, 2015.
Maguire, C., McCallum, R. ArtsAction Group: Fostering Capabilities through Social Practice. Paper presented at the USSEA Regional Conference, An Inclusive World: Bridging Communities, Queens Museum, New York, 2015.
Zysman, K., Maguire, C. For more than art’s sake: The contributions of the arts to social change in Kosovo. Paper presented at the Archbishop Desmond Tutu Centre conference on Arts, Peace and Conflict, Liverpool, England, 2014.
Maguire, C., Thornburg, D., Guzman, F. Global Connections in Learning: Western Sahara Project. Paper presented at the National Art Education Association, San Diego,
CA, 2014.
CA, 2014.
Maguire, C., Heilman, E., Quigley, J. (Adelphi Art Education students). Artistic Noise: Restorative Justice and the Arts in Alternative and Traditional Education Settings. Abstract accepted for the National Art Education Association, Fort Worth, TX, 2013.
Maguire, C., McCallum, R. Arts and Human Rights in Art Education. VII ARTifariti, International Encounters of Art and Human Rights in Western Sahara, Sahrawi Art School, Wilaya of Boujdour-Sahrawi Refugee Camps, Algeria, 2013.
Maguire, C., McCallum, R., Helwig, D. Creating and Sustaining International Collaborations Through the Arts: Three Years and Counting in Suhareka, Kosovo. Abstract accepted for the National Art Education Association, Fort Worth, TX, 2013.
Maguire, C. Imagining and Acting to Change Our World: An International Arts Collaboration in Suhareka, Kosovo. Temple University, Tyler School of Art, Philadelphia, PA, 2013.
Feige, D., Maguire, C., Beach, M. Threading the Common Core across University/School Partnerships: Narratives in Project-based Teaching and Learning. Paper presented at the New York State English Council, Albany, NY, 2012.
Maguire, C. Creating and Sustaining International Collaborations Through the Arts: Three Years and Counting in Suhareka, Kosovo. Paper presented at the III International Conference on Art and Social Justice: Arts, Crisis and Social Transformation, Bilbao, Spain, 2012.
Maguire, C., McCallum, R. Rethinking Art and Social Justice Education: The Role of International Collaborations. Paper presented at Objective Mediterraneo Dialogue Between Cultures. Istanbul, Turkey, 2012.
Maguire, C. The District Six Museum, Cape Town, South Africa: Rebuilding Community through the Arts. Paper presented at the Contesting Public Memories Conference, Syracuse, NY, 2005.
PUBLICATIONS
ArtsAction Group: Fostering capabilities through social practice.
In this chapter we provide an overview of ArtsAction Group which is then followed by a discussion of the theoretical approaches that guide our work with examples from Sri Lanka, Kosovo, and Algeria/Western Sahara.
Maguire, C., Rob McCallum. (2019). ArtsAction Group: Fostering Capabilities through Social Practice. In A. Wexler & V. Sabbaghi (Eds.), Bridging communities through socially engaged art. New York, NY: Routledge.
Maguire, C., Rob McCallum. (2019). ArtsAction Group: Fostering Capabilities through Social Practice. In A. Wexler & V. Sabbaghi (Eds.), Bridging communities through socially engaged art. New York, NY: Routledge.
Arts-based activism: A framework for analysis.
Drawing upon two threads of theory and practice – Community Cultural Development (CCD) and Socially Engaged Art (SEA), a framework is proposed to address a gap in the respective literatures and to develop ideas and tools that help us get closer to understanding the impact of arts-based activism as a tool for community development, resistance, and political activism. Utilizing an ethnographic and practice-based approach, the proposed framework is applied to a specific project, the ARTifariti International Art and Human Rights Meeting in Western Sahara, as a means of understanding the value and efficacy of this tool.
Hardbarger, T., Maguire, C. (2018). “Arts-Based Activism: A Framework for Analysis”. Interface: A journal for and about social movements. Vol. 10, No. 1-2, pp. 38-69.
Hardbarger, T., Maguire, C. (2018). “Arts-Based Activism: A Framework for Analysis”. Interface: A journal for and about social movements. Vol. 10, No. 1-2, pp. 38-69.
Learning with Refugees: Arts and Human Rights Across Real and Imagined Borders.
This article discusses a course developed and taught at Adelphi University titled Art and Human Rights: Western Sahara. The course provides an example of how to enact pedagogy that is “critical, democratic, moral and ethical—as much as it is about ‘key skills’ or ‘deep’ individual learning” (Walker, 2004, p. 131). These ideals stem from the perspective shared by Walker (2004) and others that we need to need ways of talking about and actualizing such education pedagogy.
Maguire, C. (2017). Learning with Refugees: Arts and Human Rights Across Real and Imagined Borders. Art Education. Vol. 70, No. 4, pp. 51-55.
Maguire, C. (2017). Learning with Refugees: Arts and Human Rights Across Real and Imagined Borders. Art Education. Vol. 70, No. 4, pp. 51-55.
Building Cultures of Peace
Cultivating systemic thinking and critical exploration in post-secondary art education programs concerned with peace and social justice is expressed through a multitude of practices. This chapter provides an analysis of and argument for peace and social justice art education pedagogy grounded in aspects of Sen and Nussbaum’s capability approach and Kester’s notion of dialogical aesthetics. Illustrations of best practices are provided. Art education communities understand the range of interpersonal, sociopolitical, and economic issues generated by the impact of contemporary imagery and the values inherent in such representations. We also understand that such imagery profoundly influences “student identity, notions of citizenship, [and] beliefs about democracy” (Freedman 2003, p 94). Post-secondary art education concerned with building a culture of peace consciously focuses on these issues through curriculum and pedagogy, promoting a deeper understanding of one’s self as well as one’s self in relation to the social and cultural landscape we live in.
Maguire, C. (2009). Fostering capabilities: The practice of peace and social justice in contemporary art education. In E. Ndura-Ouedraogo and R. Amster (Eds.), Building Cultures of Peace: Transdisciplinary Voices of Hope and Action. Cambridge Scholars Publishing: Cambridge.
Maguire, C. (2009). Fostering capabilities: The practice of peace and social justice in contemporary art education. In E. Ndura-Ouedraogo and R. Amster (Eds.), Building Cultures of Peace: Transdisciplinary Voices of Hope and Action. Cambridge Scholars Publishing: Cambridge.
The Capability Approach and Citizenship Education: What the Arts Have to Offer
This article explores Nussbaum's notion of the importance of the arts and humanities as they related to global citizenship and education. Nussbaum proposes three capabilities that are, above all, 'essential to the cultivation of humanity in todays' interlocking world' - critical thinking, world citizenship and imaginative understanding. This article looks on the one hand at an obsessive concentration on reading and numeracy programmes, and on the other at an Los Angeles arts education programme '10,000 Kites' which successfully combined a capability focus and social inter-action across cultural fault lines.
Maguire, C. (2008). The capability approach and citizenship education: What the arts have to offer. Prospero, Vol.14, No. 1.
Maguire, C. (2008). The capability approach and citizenship education: What the arts have to offer. Prospero, Vol.14, No. 1.
Choosing a Life One Has Reason to Value: The Role of Arts in Capability Development
A holistic education linked to creativity, innovation, critical thinking and local/global citizenship is increasingly marginalized in the United States as schools continue to struggle with the impact of high-stakes testing regimes. In particular, urban youths' access to an education that furthers their ability to choose lives they have reason to value, are circumscribed. Current discussions around the skills and capabilities necessary for youth to graduate and be equipped for meaningful lives beyond high school are aligned with research on the benefits of arts education. This mixed-methods exploratory study uses aspects of Sen and Nussbaum's capability approach to frame and examine a range of capabilities fostered through student engagement with arts opportunities, what we refer to as arts pathways, inside of five small arts-focused high schools in NY City, USA.
Maguire, C., Donovan, C., Mishook, J., de Gaillande, G., Garcia, I. (2012). Choosing a life one has reason to value: The role of the arts in fostering capability development in five small urban high schools. Cambridge Journal of Education. Vol. 42, No. 3, pp. 367-390.
Maguire, C., Donovan, C., Mishook, J., de Gaillande, G., Garcia, I. (2012). Choosing a life one has reason to value: The role of the arts in fostering capability development in five small urban high schools. Cambridge Journal of Education. Vol. 42, No. 3, pp. 367-390.
Fostering Capabilities Towards Social Justice in Art Education
Social justice, in its broadest sense, is about equal rights and opportunities for all. But understandings of rights and opportunities vary widely, depending upon how we are situated socially, politically, economically, and culturally. In education, social justice is not simply the absence of injustice but also the need to recognize and enact teaching and learning that promotes a deeper understanding of ourselves and our students in relation to the broader social and cultural landscape. This article argues that, given the growing diversity of our society, it is imperative for current and future teachers to find ways of embodying, implementing, and assessing social justice practices in art classrooms. The authors' developed, taught, and evaluated a social justice based art education course with a service learning component for undergraduate art education students. Through their experience they discovered that the capabilities students brought to the classroom directly influenced the ways in which they engaged with and put into practice the social justice course material.
Maguire, C., T. Lenihan (2010). Fostering capabilities toward social justice art education. Journal of Cultural Research in Art Education, Vol. 28.
Maguire, C., T. Lenihan (2010). Fostering capabilities toward social justice art education. Journal of Cultural Research in Art Education, Vol. 28.
