Art Education Commons^™

Don’T Call This World Adorable & Other Salvaged Stories, Brooke A. Hofsess

Journal of Social Theory in Art Education

In this contribution to the special issue on Precarity, the author builds salvaged stories that touch ecological precarities related to place-based discourses within art education. Tsing’s (2015) attentiveness to precarity and Alaimo’s (2012; 2016) suspicion of sustainability cascade upon the author’s thinking/living/writing with Ecologies of Girlhood, an interdisciplinary, intersectional, intergenerational arts program considering living feminist lives co-creatively with place (Ahmed, 2017). New material feminism moves alongside an Indigenous ontology of land-based pedagogies creating “inter-theoretic conversations” (Rosiek, Snyder, & Pratt, 2019) about sustainability and place. These accounts are simply told and cultivated from everyday practices that explore a craftsmanship of attention …