Abstract
This essay explores the question, “How can a liberatory art practice inform a liberatory art teaching practice?” by examining the artistic process of Iranian artist Mahbube Parnian. Through four key themes (freedom to experiment, learning in community, identity exploration, and art as language) this essay draws parallels between Mahbube’s liberatory artmaking and pedagogical strategies that foster inclusive, student-centered classrooms. Framed within a socio-political climate that increasingly restricts liberatory teaching, this work argues that preserving justice-oriented, creative practices is not only essential to student well-being, but also an act of resistance.
DOI
https://doi.org/10.25889/syky-j160
Rights
© The Author(s). This work is licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/).
Recommended Citation
Allen, Andrea
(2025)
"Freedom to Create, Freedom to Teach: Lessons from a Liberatory Artmaking Practice,"
International Journal of Lifelong Learning in Art Education: Vol. 8, Article 7.
Available at:
https://scholarscompass.vcu.edu/ijllae/vol8/iss1/7
Images