Lheidli: Where the Two Rivers Meet: Decolonizing Cultural Safety Education Through Cultural Connections
2023
2023
Cultural Connections is an Indigenous community-led approach to cultural safety education that seeks to decolonize the healthcare system through making and dialogue.
This project was a collaboration between the Aboriginal Gathering Place and the Health Design Lab at Emily Carr University of Art + Design (ECUAD) and the Director of Aboriginal Education at the College of New Caledonia (CNC).
Read project and exhibition publication
Read Design Research Society paper
Two Rivers Gallery Exhbition News story
This project was a collaboration between the Aboriginal Gathering Place and the Health Design Lab at Emily Carr University of Art + Design (ECUAD) and the Director of Aboriginal Education at the College of New Caledonia (CNC).
Read project and exhibition publication
Read Design Research Society paper
Two Rivers Gallery Exhbition News story
Micro-Care: Small Acts of Resilience for Living within the Earth’s Caring Capacity
2020
2020
Rearched and facilited with with Laura Kozak, Avi Farber, and Julie
Van Oyen, ECU Research, 2020-2021.
In April of 2020, while we and the world scrambled to come to terms with a global pandemic, a small group of us assembled to respond to a Policy Horizons Canada report called The Next Generation of Emerging Global Challenges: Living within the Earth’s Carrying Capacity. This project began from a place of searching for optimism and agency in the shadow of massive and systemic forces. We documented and discussed modest actions of resilience and care for ourselves, each other and the systems surrounding us, our weekly discussions themselves became a typology of care through the tumultuous spring of 2020. Compiling our observations, actions and conversation, the Micro-Care publication holds our divergent but intersecting reflections on care, beginning from the smallest seed of ourselves. Through remaining humble relative to the global challenges laid out in the Policy Horizons Canada report, we hope our work can create a container for complex and meaningful interactions to spill from.
Digital publication featured in Wendy’s Subway x Libby Leshgold Gallery Archive of Mutual Care and Action, Publishing the Present, 2020.
Read publication
Van Oyen, ECU Research, 2020-2021.
In April of 2020, while we and the world scrambled to come to terms with a global pandemic, a small group of us assembled to respond to a Policy Horizons Canada report called The Next Generation of Emerging Global Challenges: Living within the Earth’s Carrying Capacity. This project began from a place of searching for optimism and agency in the shadow of massive and systemic forces. We documented and discussed modest actions of resilience and care for ourselves, each other and the systems surrounding us, our weekly discussions themselves became a typology of care through the tumultuous spring of 2020. Compiling our observations, actions and conversation, the Micro-Care publication holds our divergent but intersecting reflections on care, beginning from the smallest seed of ourselves. Through remaining humble relative to the global challenges laid out in the Policy Horizons Canada report, we hope our work can create a container for complex and meaningful interactions to spill from.
Digital publication featured in Wendy’s Subway x Libby Leshgold Gallery Archive of Mutual Care and Action, Publishing the Present, 2020.
Read publication
Palestine A-Z: An Illustrated Poem
2024
2024
Palestine A-Z: An Illustrated Poem envisions Mosab Abu Toha’s poem “Palestine A-Z” as an illustrated introduction to revolutionary will in Palestine. The poem sketches Palestine through the 26 letters of the English alphabet, where each letter presents notes, reflections, memories, lamentations, and questions on uprooting, exile, and home. The community of artists drawn together to produce these cards experiences the poem from diverse and varying perspectives. Those of us with family history from Palestine connect intimately with the poem’s existential meditations on sumud. Those of us descended from dislocations produced by state violence elsewhere in the world recognize the poem’s critique of borders, militarization, apartheid, and genocide. Those of us who recently joined the struggle for Palestine study the poem as testament to life and death in occupied Palestine. None of us have been to Palestine. All of us are activated in transnational anti-colonial work demonstrated here on the occupied territories that are home to xʷməθkʷəy̓əm Nation, Sḵwx̱wú7mesh Úxwumixw Nation, and səlilwətaɬ Nation.
Illustrations by community of artists during a reading of the poem March, 2024. Zine design by Jean Chisholm and Gabe Wong, printed on risograph. Introduction written by Sue Shon.
We are indebted to Mosab Abu Toha who inspired this project and are grateful to his powerful work as writer, educator, and librarian.
Illustrations by community of artists during a reading of the poem March, 2024. Zine design by Jean Chisholm and Gabe Wong, printed on risograph. Introduction written by Sue Shon.
We are indebted to Mosab Abu Toha who inspired this project and are grateful to his powerful work as writer, educator, and librarian.
Float School:
Pedagogical Experiments and Embodied Social Actions
2020
2020
Publication design and editorial with Justin Langlois,
Holly Schmidt and Annie Canto, published by Living Labs, 2020.
Float School is an infrastructural sculpture, a platform for dialogic and socially engaged work, and a vessel for dissemination created by Vancouver-based artists, curators and educators Justin Langlois and Holly Schmidt. This artist-led research, creation and programming initiative explores “floating” as a response to precarity as a contemporary condition intertwined with a diminishing investment in the notion of progress and its forward trajectory. As a platform for envisioning a shared future through artistic and pedagogical experiments, In recent years, Float School offered a series of intensive performative actions in Prince George and Vancouver with ECUAD & UNBC faculty, graduate students, local artists, teachers, and social workers. A digital publication that captures significant learning and strategies to support floating as a pedagogical stance was launched in the summer of 2020.
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Float School is an infrastructural sculpture, a platform for dialogic and socially engaged work, and a vessel for dissemination created by Vancouver-based artists, curators and educators Justin Langlois and Holly Schmidt. This artist-led research, creation and programming initiative explores “floating” as a response to precarity as a contemporary condition intertwined with a diminishing investment in the notion of progress and its forward trajectory. As a platform for envisioning a shared future through artistic and pedagogical experiments, In recent years, Float School offered a series of intensive performative actions in Prince George and Vancouver with ECUAD & UNBC faculty, graduate students, local artists, teachers, and social workers. A digital publication that captures significant learning and strategies to support floating as a pedagogical stance was launched in the summer of 2020.
Read publication
Practicing Neighbourly Responsibility: Social Practice + Community Engagement Undergraduate Course
Volume 1
CCID: 301 / HUMN: 300
Co-taught by Jean Chisholm + Laura Kozak
2021
Volume 1
CCID: 301 / HUMN: 300
Co-taught by Jean Chisholm + Laura Kozak
2021
This course broke away from the focus on individual project realization and positioned our group to turn to our neighbours and surrounding communities, attuning ourselves to the active social, institutional and ecological dynamics on unceded territory.
We asked students to engage in collectively determining our learning space; critique and trouble hierarchical and exploitative structures; and take up the work of neighbourly and place-based responsibility. In its creation and distribution, we hope this publication can serve as an archive and celebration of the actions and relationships we — students, teachers, guests, community collaborators, resource creators, and neighbours — formed during and after this course, and act as a prompt for future pedagogy and collaborations. This publication houses our course outline, weekly prompts, student reflections, contributors, and resources.
This publication was designed by Meghna Mitra and Jean Chisholm, and published by Occasional Press, an agile publication initiative aiming to showcase new forms of creative research from across Emily Carr University of Art + Design and the broader community. This publication was produced using materials, machines and labour available through the Place-Based Collective and the Stationary Project, and was designed to be printed on deadstock and scrap risograph paper.
Read full publication
We asked students to engage in collectively determining our learning space; critique and trouble hierarchical and exploitative structures; and take up the work of neighbourly and place-based responsibility. In its creation and distribution, we hope this publication can serve as an archive and celebration of the actions and relationships we — students, teachers, guests, community collaborators, resource creators, and neighbours — formed during and after this course, and act as a prompt for future pedagogy and collaborations. This publication houses our course outline, weekly prompts, student reflections, contributors, and resources.
This publication was designed by Meghna Mitra and Jean Chisholm, and published by Occasional Press, an agile publication initiative aiming to showcase new forms of creative research from across Emily Carr University of Art + Design and the broader community. This publication was produced using materials, machines and labour available through the Place-Based Collective and the Stationary Project, and was designed to be printed on deadstock and scrap risograph paper.
Read full publication
