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Flying with the bird: A posthuman-a/r/tographic rethinking of decolonization.

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Title: Flying with the bird: A posthuman-a/r/tographic rethinking of decolonization.
Authors: Zhang, Mengkai1 (AUTHOR) zmkzhangmengkai@gmail.com
Source: International Journal of Education through Art. Sep2025, Vol. 21 Issue 3, p443-460. 18p.
Subject Terms: *Scholarly method, *Critical pedagogy, Decolonization, Posthumanism, Indigenous art, Arts education in secondary schools
Geographic Terms: Canada, Vancouver (B.C.)
Abstract: This article rethinks decolonization through the lens of posthuman-a/r/tography, a theoretical framework that integrates posthumanist philosophy with a/r/tographic methodology. The inquiry was initiated by a chance encounter with a seagull perched atop sʔi:ɬqəý qeqən, a sculpture representing First Nations culture on the University of British Columbia (UBC) campus in Vancouver, Canada. Inspired by contiguity in a/r/tography, and drawing on visual artworks, narrative, avian visual systems and quantum physics, I sought to challenge dominant understandings of decolonization and contribute to a reimagined interpretative pathway. Later, as an educator, I extended this inquiry into my K–12 art classroom, where students engaged in learning with and from non-human entities. Their responses open new possibilities for decolonial pedagogy. I argue that decolonization is not only an act of integration and/or reconciliation between Indigenous people and non-Indigenous people but also an ongoing process of entangled becoming among beings, events, perspectives and relationships. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Flying with the bird: A posthuman-a/r/tographic rethinking of decolonization.
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  Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Mengkai%22">Zhang, Mengkai</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> zmkzhangmengkai@gmail.com</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Education+through+Art%22">International Journal of Education through Art</searchLink>. Sep2025, Vol. 21 Issue 3, p443-460. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Scholarly+method%22">Scholarly method</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+pedagogy%22">Critical pedagogy</searchLink><br /><searchLink fieldCode="DE" term="%22Decolonization%22">Decolonization</searchLink><br /><searchLink fieldCode="DE" term="%22Posthumanism%22">Posthumanism</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+art%22">Indigenous art</searchLink><br /><searchLink fieldCode="DE" term="%22Arts+education+in+secondary+schools%22">Arts education in secondary schools</searchLink>
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  Data: This article rethinks decolonization through the lens of posthuman-a/r/tography, a theoretical framework that integrates posthumanist philosophy with a/r/tographic methodology. The inquiry was initiated by a chance encounter with a seagull perched atop sʔi:ɬqəý qeqən, a sculpture representing First Nations culture on the University of British Columbia (UBC) campus in Vancouver, Canada. Inspired by contiguity in a/r/tography, and drawing on visual artworks, narrative, avian visual systems and quantum physics, I sought to challenge dominant understandings of decolonization and contribute to a reimagined interpretative pathway. Later, as an educator, I extended this inquiry into my K–12 art classroom, where students engaged in learning with and from non-human entities. Their responses open new possibilities for decolonial pedagogy. I argue that decolonization is not only an act of integration and/or reconciliation between Indigenous people and non-Indigenous people but also an ongoing process of entangled becoming among beings, events, perspectives and relationships. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190240894
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        Value: 10.1386/eta_00209_1
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      – Code: eng
        Text: English
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        PageCount: 18
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        Type: general
      – SubjectFull: Critical pedagogy
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      – SubjectFull: Decolonization
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      – SubjectFull: Posthumanism
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      – SubjectFull: Indigenous art
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      – SubjectFull: Arts education in secondary schools
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      – SubjectFull: Canada
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              M: 09
              Text: Sep2025
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              Y: 2025
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