Abstract
This chapter explores the pedagogical significance of a socially engaged art project that took place in Española, New Mexico in 2014. This project, which was realized over the course of six weeks, is part of a larger growing collective effort to revitalize the ecological and cultural commons in the region. The first part of this chapter provides a brief discussion of US enclosure of native land and resources, the expansion of global capitalism and the rise of the global food system, and illustrates their connections to the environmental degradation of the region and the current prevalence of hunger and food insecurity in Española. After providing this larger context, the chapter then moves on to a richer description of Till and through analysis of interviews with key participants in the project, reflects on the pedagogical insight the project can offer for understanding the pedagogy of (re)building the common(s) in Española.This chapter argues that Till created a platform whereby participants monetarily experienced different ways of being and engaging with one another. Furthermore, it allowed for the development of a meaningful sense of their agency to act in the world, individually and collectively. The chapter concludes with a discussion of some limitations of the project, as well as some broader questions around theorizing about the common as a collective political project.
This is a preview of subscription content, log in via an institution to check access.
References
Bowers, C. A. (2006). Revitalizing the commons: Cultural and educational sites of resistance and affirmation. Lanham, MD: Lexington Books.
Cleveland, D. A., Bowannie, F., Jr., Eriacho, D. F., Laahty, A., & Perramond, E. (1995). Zuni farming and United States government policy: The politics of biological and cultural diversity in agriculture. Agriculture and Human Values, 12(3), 2–18.
De Angelis, M. (2007). The beginning of history: Value struggles and global capitalism. London, UK: Pluto Press.
De Lissovoy, N. (2011). Pedagogy in common: Democratic education in the global era. Educational Philosophy and Theory, 43(10), 1119–1134.
De Lissovoy, N., Means, A. J., & Saltman, K. J. (2014). Toward a new common school movement. New York, NY: Routledge.
Feeding America. (2015). Map the meal gap 2015 [Executive summary]. Retrieved from http://www.feedingamerica.org/hunger-in-america/our-research/map-the-meal-gap/2013/map-the-meal-gap-2013-exec-summ.pdf
Fisher, K. G. (2008). Reclaiming querencia: The quest for culturally appropriate, environmentally sustainable economic development in northern New Mexico. Natural Resources Journal, 48(2), 479–531.
Ford, D. (2014). The pneumatic common: Learning in, with and from the air. Educational Philosophy and Theory. doi:10.1080/00131857.2014.930683.
Frank, L. (2014). Eating your heritage: Using ancestral native American foods as a new paradigm for indigenous health and wellness [PowerPoint slides]. Retrieved from http://www.fdihb.org/files/downloads/nutrition/9RedMesaWeb.pdf
Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Continuum.
Harvey, D. (2003). The new imperialism. Oxford, UK: Oxford University Press.
Helguera, P. (2011). Education for socially engaged art. New York, NY: Jorge Pinto.
Lewis, T. E. (2012). Exopedagogy: On pirates, shorelines, and the educational commonwealth. Educational Philosophy and Theory, 44(8), 845–861.
Linebaugh, P. (2014). Stop, thief!: The commons, enclosures, and resistance. Oakland, CA: PM Press.
Martusewicz, R. A., Edmundson, J., & Lupinacci, J. (2015). Ecojustice education: Toward diverse, democratic, and sustainable communities (2nd ed.). New York, NY: Routledge.
Means, A. (2014). Educational commons and the new radical democratic imaginary, Critical Studies in Education, DOI: 10.1080/ 17508487.2014.903502
Marx, K. (1976). Capital (Vol. 1). New York, NY: Penguin Books.
New Mexico Food Gap Task Force. (2008). Closing new Mexico’s food gap: A report on food access in New Mexico [Final report]. Retrieved from http://www.farmtotablenm.org/wp-content/uploads/2013/01/NM_Food_Gap_Task_Force_Final_Report-December_20081.pdf
Page-Reeves, J. (Ed.). (2014). Women redefining the experience of food insecurity: Life off the edge of the table. London, UK: Lexington Books.
Patel, R. (2008). Stuffed and starved: The hidden battle for the world food system. New York, NY: Melville House Publishing.
Patel, R. (2012). Food sovereignty: Power, gender, and the right to food. PLoS Med, 9(6), 1–4.
Pollan, M. (2008). In defense of food: An eater’s manifesto. New York, NY: Penguin Press.
Pollan, M. (2010). The food movement, rising [Review of the books Everything I want to do is illegal: War stories from the local food front by Joel Salatin, All you can eat: How hungry is America? by Joel Berg, and Eating animals by Jonathan Safran Foer]. The New York Review of Books. Retrieved from http://www.nybooks.com/articles/2010/06/10/food-movement-rising/
Rogoff, I. (2008). Turning. e-flux journal, 1, 1–10.
Ross, E. W.(2016) Broadening the Circle of Critical Pedagogy. In N. McCrary & E.W. Ross (Eds.), Working for social justice inside and outside the classroom: A community of students, teachers, researchers, and activists (pp. 209-218). New York: Peter Lang.
Santa Fe Art Institute. (2016a). About SFAI. Retrieved from http://sfai.org/about/
Santa Fe Art Institute. (2016b). Residencies. Retrieved from http://sfai.org/residencies/
Slater, G. B. (2014). Constituting common subjects: Toward an education against enclosure. Educational Studies: A Journal of the American Educational Studies Association, 50(6), 537–553.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Copyright information
© 2017 The Author(s)
About this chapter
Cite this chapter
Gautreaux, M. (2017). Revitalizing the Common(s) in New Mexico: A Pedagogical Consideration of Socially Engaged Art. In: Means, A.J., Ford, D.R., Slater, G.B. (eds) Educational Commons in Theory and Practice. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-58641-4_14
Download citation
DOI: https://doi.org/10.1057/978-1-137-58641-4_14
Published:
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-137-58640-7
Online ISBN: 978-1-137-58641-4
eBook Packages: EducationEducation (R0)