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The art of authenticity

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  The Struggle for Authenticity in Art I want to speak today about authenticity . And about what we quietly give up to be accepted. We’re told that contemporary political art values autonomy . That artists are free. That inquiry sits at the centre of practice. But autonomy, in reality, is often something we *perform*— not something we’re allowed to exercise. Freedom is celebrated rhetorically, while legitimacy is granted only when work conforms to approved languages , approved theories , approved causes . Autonomy isn’t denied outright. It’s curated. This system doesn’t fail artists by accident. It functions mechanically. It rewards work that aligns with predetermined frameworks and filters out work that doesn’t speak the sanctioned dialect . Many voices are excluded not because they lack skill or meaning, but because they refuse to translate their experience into institutionally legible language. I’m not saying all excluded work is good. I am saying much of it is never heard. An...

Designing Professional Learning for Teachers

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Designing Professional Learning for Teachers Questions of expectations - from the participant's perspective - to assist in designing a user-focused event/program/workshop/webinar. This is a list of questions that a deliverer should ask of themselves when designing a professional learning event for teachers. 1. Why should I attend? 2. What do I need to know, to be ready for the event/workshop? 3. What am I expected to do with this knowledge once I return to school? 4. What will I learn & will it be at my level of knowledge? 5. Why is this training important to me - is it relevant? 6. How will this benefit my student's learning? 7. How can I logistically apply this in my classroom? 8. How can I share this knowledge with my peer teachers once I return to school? 9. What resources can I access once the event/workshop has concluded? 10. How will this benefit my job performance and my career? 11. How will this change my teaching practices? One-off sponsorshi...