In this paper, four colleagues working in teacher education reflect on a conversation. The conversation in question was a tangible discussion documented through frequent and purposeful email exchange, exploring traditionalist school art curricula through reference to lived experience, academic theory, and professional anecdote. The primary objective of this dialogic self-enquiry was informal critical analysis of the cultural diversity and positioning of art objects that populate classroom curricula in English schools, starting with the ‘African mask’. The secondary objective of our conversation was exploration of how complex talk on culture and curriculum might be modelled for schoolteachers yet to initiate similar conversations in their own professional contexts. We each provide reflections on the success of our conversation against these objectives and find that while email exchange provided some formal advantages for the structure of our discourse, this was not as we might have expected. The dialogue facilitated a rhizomatic deepening of our individual questioning of culturality in the classroom, which while nourishing was arguably unproductive in instrumental terms. Collectively, our reflections suggest that dialogue may be a critical catalyst for the latter, inherently private work of decolonising one's own critical teaching praxis.

中文翻译：

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对对话跳水板和非殖民化学校艺术的反思：非洲面具项目

在本文中，四位从事教师教育工作的同事反思了一次对话。所讨论的对话是通过频繁且有目的的电子邮件交换记录下来的切实讨论，通过参考生活经验、学术理论和专业轶事来探索传统主义学校艺术课程。这种对话式自我探究的主要目标是对英国学校课堂课程中的文化多样性和艺术品的定位进行非正式的批判性分析，从“非洲面具”开始。我们谈话的第二个目标是探索如何为学校教师建模有关文化和课程的复杂谈话，同时在他们自己的专业环境中发起类似的对话。我们每个人都对我们针对这些目标的对话的成功进行了反思，并发现虽然电子邮件交换为我们的对话结构提供了一些形式上的优势，但这并不像我们预期的那样。对话促进了我们在课堂上对文化性的个人质疑的根茎深化，虽然从工具性的角度来看，这虽然有滋养作用，但可以说是没有成效的。总的来说，我们的反思表明对话可能是后者的关键催化剂，本质上是使自己的批判性教学实践去殖民化的私人工作。