Abstract
Since 2009, my work has focused on global collaborations with populations in conflict-affected environments. Through respect, open dialogue, and long-term cooperation, projects are co-created and produced with local partners including children and youth. A core extension is sharing these experiences with a broader global audience, including those close to home. In 2013, colleagues and I developed and taught a class titled Art and Human Rights: Western Sahara. The course provides an example of how to enact pedagogy that is “critical, democratic, moral and ethical—as much as it is about ‘key skills’ or ‘deep’ individual learning” (CitationWalker, 2004, p. 131). These ideals stem from the perspective shared by CitationWalker (2004) and others that we need to find ways of talking about and ctualizing such education pedagogy.