Abstract
Some of the most striking accounts of the inventive power of imagination come from former prisoners who have spent time in solitary confinement. In these testimonies, they relate how their imaginative capacity enabled them to keep their sanity, even in the most arduous circumstances. Somehow they managed to find a way to keep a very basic sense of social and cultural relations intact, by picturing themselves in a richer world than the one afforded by the concrete walls of the cell block. There is the astonishing story of the experience of the brothers Midhat, Bayazid, and Ali Bourequat who spent 18 years in a Moroccan prison. Here they were able to muster the power of imagination in a most dramatic way. The only way to survive their ordeal, according to their own testimonies (Hiddema B: De hel van Marokko: “We hebben Hassan beloofd te zwijgen”. De Groene, 7. https://www.groene.nl/artikel/de-hel-van-marokko-we-hebben-hassan-beloofd-te-zwijgen, 1994), was by imagining they were somewhere else. In their own 2-by-3-meter cells, the prisoners forgot about the thick walls locking them in and celebrated their birthdays, weddings, even births, and whatnot. Their minds were inexhaustible in creating diversions. One of them was by taking each other for walks in Paris. Gradually all the other inmates, sitting in their other dim-lighted prison cells, “walked” along with them. Thus they shut out reality completely: their world was what they invented. That was their salvation (This account is based on (Hiddema B: De hel van Marokko: “We hebben Hassan beloofd te zwijgen”. De Groene, 7. https://www.groene.nl/artikel/de-hel-van-marokko-we-hebben-hassan-beloofd-te-zwijgen, 1994, February 16)). It is this radical human ability to imagine worlds wholly other to the one that one is present in, which is foregrounded in the artful workshop that is the theme of this chapter.
| Original language | English |
|---|---|
| Title of host publication | Relational and Critical Perspectives on Education for Sustainable Development |
| Subtitle of host publication | Belonging and Sensing in a Vanishing World |
| Editors | Margaretha Häggström, Catherine Schmidt |
| Publisher | Springer |
| Chapter | 3 |
| Pages | 33-49 |
| Number of pages | 17 |
| ISBN (Electronic) | 978-3-030-84510-0 |
| ISBN (Print) | 978-3-030-84509-4 |
| DOIs | |
| Publication status | Published - 1 Jan 2022 |
Publication series
| Series | Sustainable Development Goals Series |
|---|
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 04 Quality Education
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SDG 09 Industry, Innovation, and Infrastructure
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SDG 10 Reduced Inequalities
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SDG 11 Sustainable Cities and Communities
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SDG 12 Responsible Consumption and Production
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SDG 13 Climate Action
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SDG 14 Life Below Water
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SDG 15 Life on Land
Keywords
- art education
- imagination
- landscape
- sustainability education
Research Focus Areas Hanze University of Applied Sciences * (mandatory by Hanze)
- Art
Research Focus Areas Research Centre or Centre of Expertise * (mandatory by Hanze)
- Art & Wellbeing
- Art
- Healthy Ageing
- Art & Sustainability
- Art, Learning and Participation
Publinova themes
- Language, Culture and Arts
- Education and Teaching
- Spatial Planning and Policy
- Nature and Agriculture
- People and Society
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