ABSTRACT
This chapter emphasises the potential for local schools and art teacher education to act as catalysts in developing an activist art approach, and examines the ability of the arts to effectuate community-based progress. Community-based art education is an intentional and cumulative process in which art has a performative function. Artistic activity and learning construct functional communities and symbolic communality that support individual and communal agency, empowerment and emancipation. An activist art approach in remote northern areas encourages and inspires the recognition of past and present socio-cultural contexts and provides community-based tools to design the future tools for progress. Kester states that there are two interrelated features of aesthetics that are particularly significant for the analysis of activist art. The activities brought together different age groups, contrasting sectors of society, and various regional agents to develop their artistic skills and working culture.
