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Articles 1 - 19 of 19
Full-Text Articles in Education
Prisons And Universities: Co-Creating Curricula For Prison-University Partnerships., Michela Scalpello
Prisons And Universities: Co-Creating Curricula For Prison-University Partnerships., Michela Scalpello
Journal of Prison Education Research
This paper illustrates the approach of co-creating education where co-creation was an important aspect of the curriculum design. It makes a case for prison-university partnerships through two pedagogical case studies – one within a prison setting with a focus on soft skills acquisition and another in a Higher Education setting focusing on international criminal justice. Originating from the observations and reflections of an educator which led to a participatory action research opportunity, it asserts that actively teaching and learning together increases effective learning through better understanding and motivation, as well as giving access to the right to education regardless of …
Understanding Incarcerated Education: A Review Of The Digital And Gender Inequality Impacts Of Accessibility And Inclusivity Of Higher Education For Incarcerated Students, Bianca R. Parry Phd
Understanding Incarcerated Education: A Review Of The Digital And Gender Inequality Impacts Of Accessibility And Inclusivity Of Higher Education For Incarcerated Students, Bianca R. Parry Phd
Journal of Prison Education Research
Education in the correctional environment is endorsed as an effective rehabilitative tool linked to reducing recidivism and improving reintegration. Unfortunately, while researchers from the Global North are particularly active on the subject of the accessibility of digital education in corrections, the same cannot be said for the Global South. Of further concern is that few of the studies conducted have focused specifically on incarcerated women’s access to education. As discussed in the literature review to follow, research regarding higher education in corrections has the potential for expanding academics, stakeholders, and policy makers understanding of incarcerated students’ pathways towards education attainment. …
Food For Thought: Rituals In Place Based Learning, Natalia Pilato
Food For Thought: Rituals In Place Based Learning, Natalia Pilato
International Journal of Lifelong Learning in Art Education
In my mother’s kitchen lasting bonds among family, friends, and newcomers are created. Using that space as a point of departure, I explore the significance of pedagogical places outside of classrooms that serve as flavorful ingredients for performative and participatory learning. This article articulates ways in which rituals associated with Sicilian cultural traditions are interwoven and complicit in establishing dispositions for socially engaged learning and teaching in the arts, showing how an ethic of care can transcend generations. With a focus on place-based learning, making art and enjoying food are investigated to show how healthy productive relationships, appreciation for beauty, …
Art Nights: Reimagining Professional Development As A Ritual, Libba Willcox
Art Nights: Reimagining Professional Development As A Ritual, Libba Willcox
International Journal of Lifelong Learning in Art Education
Art teachers’ need for connection, passion for artmaking, desire for mentoring, and quest for renewal led me to ask, what happens if we reimagine professional development as ritualized artistic practice? What would occur if our ritual was collaborative and intergenerational? How might ritualized professional development aid the quest for renewal? Pulling imagery and quotes from a larger qualitative and arts-based research study (Willcox, 2017), this visual essay shares what happened when an intergenerational group of art teachers met and engaged in artistic inquiry about their teaching practice. Specifically, it weaves together imagery and quotes to illustrate how our ritual, art …
A Growing Ritual Of Animal Rock Painting, Mary L. Stokrocki Professor Emerita
A Growing Ritual Of Animal Rock Painting, Mary L. Stokrocki Professor Emerita
International Journal of Lifelong Learning in Art Education
This visual essay explores a growing art form that blossomed into a community demand for memorial images. Such curiosities draw people’s attention to look closer, spot details, and become closer to nature. To understand the intense attraction, a neighborhood community formulated more demand, interest, and references to spirituality that reflect life’s rituals.
Teaching In An Unfamiliar Place: A Mixed Methods-Grounded Theory Study On The Experiences Of New Correctional Educators, Nicole Patrie
Teaching In An Unfamiliar Place: A Mixed Methods-Grounded Theory Study On The Experiences Of New Correctional Educators, Nicole Patrie
Journal of Prison Education and Reentry (2014-2023)
New correctional educators must learn to teach in an unfamiliar correctional environment. In this convergent mixed-methods study, experienced correctional educators in Alberta, Canada reflected on their first 6 months teaching in adult correctional institutions. Teachers initially struggled to do something familiar (teach) in an unfamiliar place, perceiv- ing prisons as non-conducive to education. Seeing the absence of a purpose-built community, they built one or attached to existing non-educational communities. New educators invoked strategies such as engaging in mutual support, connecting with non-education professionals, asking others to demystify institutional culture, and practicing reflexivity. When reflecting on useful training and orientation activities, …
Our Magnitude And Bond: An Ethics Of Care For Art Museum Education, Dana Carlisle Kletchka
Our Magnitude And Bond: An Ethics Of Care For Art Museum Education, Dana Carlisle Kletchka
Journal of Social Theory in Art Education
This work responds to contemporary concerns about the future of art museum education and public practice and art museums more broadly in the wake of a global pandemic that has, at present, killed more than a million people in the United States and sickened millions more. I respond to questions posed by the board of the Journal of Social Theory in Art Education in relation to the theme of Inclusion Invasion, expand upon the relations between art museums and communities posited by a post-critical, socially responsive museological framework, and explore the potential for a feminist philosophical Ethics of Care …
Who Belongs In The Future?: Afrofuturism, Art Education And Alternative Narratives, Emily Hogrefe-Ribeiro
Who Belongs In The Future?: Afrofuturism, Art Education And Alternative Narratives, Emily Hogrefe-Ribeiro
Journal of Social Theory in Art Education
This paper describes an art and Afrofuturism art experience that took place during the summer of 2020. Led by an art museum educator, the virtual experience was held over Zoom with a group of ten White adults. The art experience focused on alternative narratives and introduced participants to Afrofuturism as contemporary artistic practice and pedagogical approach. A critical multiculturalism theoretical framework informed the experience, and participants analyzed Afrofuturist art and representations in mass media to interrogate the ways that Whiteness influences conceptions of the future in Western culture and their own lives. Participants built on what they learned to create …
Whose Art Museum? Immersive Gaming As Irruption, Jason M. Cox, Lillian Lewis
Whose Art Museum? Immersive Gaming As Irruption, Jason M. Cox, Lillian Lewis
Journal of Social Theory in Art Education
This paper introduces Mantles in the Museum, an immersive game that helps ameliorate student discomfort in art museums and to support discourse in, through, and around art museums. Within the game the students take on the roles of critics who use one of five interpretive frameworks, often differing from the student’s own, to select works from a real museum to go to an international exhibition. Assuming these roles empowers students to be in the museum and to assess the works, students are given leave to engage in a vigorous critique process and to examine the art-world from a new perspective.
Pórtate Bien Con La Maestra And Early Childhood Maker Education: How The Border Questions Quality, Heather G. Kaplan, Diane E. Golding
Pórtate Bien Con La Maestra And Early Childhood Maker Education: How The Border Questions Quality, Heather G. Kaplan, Diane E. Golding
Journal of Social Theory in Art Education
This paper troubles and retells the story of quality art education in a STEAM makerspace in an elementary school along the U.S.-Mexico border. Through questioning quality, we embrace the multivalent nature of belonging and the complexity of teaching art and researching with, among, and about others. Boundaries, borders, and belonging are explored through sites of conflicting quality. We consider the Mexican colloquialism ‘Pórtate bien con la maestra” along with progressive art education as antagonistic notions of quality that produce contrasting educational technologies and complicated notions of belonging, invasion, and settlement.
Monumental Impact – Honoring The Life & Legacy Of Dr. Melanie Buffington, Caitlin M. Black
Monumental Impact – Honoring The Life & Legacy Of Dr. Melanie Buffington, Caitlin M. Black
Journal of Social Theory in Art Education
The article honors the impactful work of the late Dr. Melanie Buffington. The author discusses their experience recognizing the overlap between Dr. Buffington’s work and the work of Monument Lab, a public art and history studio based in Philadelphia. Honoring Dr. Buffington’s legacy, the author recommends Monument Lab’s field trip guide as a tool for engaging students in critical thinking and meaningful conversations considering and reimagining public art and public spaces.
Jstae V42 Full Issue, Manisha Sharma
Jstae V42 Full Issue, Manisha Sharma
Journal of Social Theory in Art Education
No abstract provided.
Jstae V42 Front Matter, Manisha Sharma
Jstae V42 Front Matter, Manisha Sharma
Journal of Social Theory in Art Education
No abstract provided.
Editorial: Inclusion Invasion, Manisha Sharma
Editorial: Inclusion Invasion, Manisha Sharma
Journal of Social Theory in Art Education
No abstract provided.
Creating Commons: Photovoice Philosophy In A Third Space, Jason M. Cox, Lynne Hamer
Creating Commons: Photovoice Philosophy In A Third Space, Jason M. Cox, Lynne Hamer
Journal of Social Theory in Art Education
Teach Toledo is a program that the authors co-coordinate using community assets to create a third space to confront systemic racism’s impact on teacher education programs and facilitate hybridity (Bhaba, 1994). Diverse student cohort members use their lived experience as the base for their individual and shared urban educational philosophies, coordinated in a first-year horizontally and vertically integrated curriculum including written compositions and a PhotoVoice project. “Creating commons” refers not only to provision of a third space as a common space where private experiences can be combined to create a hybrid, new understanding, but also to the creative act of …
The Right To Education: A Reality Or Pipe Dream For Incarcerated Young Prisoners In Malawi, Samson Chaima Kajawo, Lineo R. Johnson
The Right To Education: A Reality Or Pipe Dream For Incarcerated Young Prisoners In Malawi, Samson Chaima Kajawo, Lineo R. Johnson
Journal of Prison Education and Reentry (2014-2023)
Young people are often incarcerated in penitentiaries worldwide. Incarceration is not expected to hinder their access to quality education. This article, guided by Marxist theory, examines the practicality of educational rights at five young prisoners’ facilities in Malawi. The study used a descriptive phenomenological qualitative research design to engage the voices of 52 incarcerated and released young people in semi-structured interviews to ascertain if prisoners’ quality education was a reality or mere pipedream at young prisoners’ facilities. The findings show a disparity between correctional education policies and the actual reality. Due to the inadequacy of resources and the negativity of …
Being An Educator: Norwegian Prison Officers’ Conception Of Their Role Regarding Incarcerated Persons’ Education, Helene Marie K. Eide, Kariane Therese Westrheim
Being An Educator: Norwegian Prison Officers’ Conception Of Their Role Regarding Incarcerated Persons’ Education, Helene Marie K. Eide, Kariane Therese Westrheim
Journal of Prison Education and Reentry (2014-2023)
Despite the fact that prison officers are close to the incarcerated persons in everyday life in prison, and therefore will have great impact and influence on the incarcerated persons’ understanding of and motivation for education and training in prison, we still know little about prison officers understanding of their professional role regarding incarcerated persons’ education. This article will investigate how Norwegian prison officers understand their importance as educational actors through the following research question: How do Norwegian prison officers understand their role as actors in incarcerated persons’ education? Building on qualitative interviews with 16 Norwegian prison officers’ the article analyses …
Book Review Of Learning Behind Bars: How Ira Prisoners Shaped The Peace Process In Ireland, Daniel Weinbren
Book Review Of Learning Behind Bars: How Ira Prisoners Shaped The Peace Process In Ireland, Daniel Weinbren
Journal of Prison Education and Reentry (2014-2023)
This piece is a book review of Learning Behind Bars: How IRA Prisoners Shaped the Peace Process in Ireland, by Dieter Reinisch.
Book Review Of Halfway Home: Race, Punishment, And The Afterlife Of Mass Incarceration, Neal Mcnabb
Book Review Of Halfway Home: Race, Punishment, And The Afterlife Of Mass Incarceration, Neal Mcnabb
Journal of Prison Education and Reentry (2014-2023)
This piece is a book review of Halfway Home: Race, Punishment, and the Afterlife of Mass Incarceration by Reuben Jonathan Miller.