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Articles 1 - 5 of 5
Full-Text Articles in Education
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 …
Precarity In Feminism And Feminist Art Education: Decentering Whiteness Through Reproductive Justice Activism, Michelle Bae-Dimitriadis, Olga Ivashkevich
Precarity In Feminism And Feminist Art Education: Decentering Whiteness Through Reproductive Justice Activism, Michelle Bae-Dimitriadis, Olga Ivashkevich
Journal of Social Theory in Art Education
The article addresses precarity in mainstream feminism and feminist art education as a systemic dismissal and exclusion of the critical concerns and voices by disenfranchised women of color from its narratives and agendas. It draws on a case of the reproductive justice feminist activism to illustrate how the mainstream pro-choice feminist movement neglected the urgent and often life threatening reproductive concerns by Black, Brown, Indigenous and immigrant women, which led to an establishment of the reproductive justice coalitions by activists of color. The reproductive justice movement is an important call to action to challenge and decenter Whiteness in mainstream feminism …
Troubling The “We” In Art Education: Slam Poetry As Subversive Duoethnography, Gloria J. Wilson, Sara Scott Shields
Troubling The “We” In Art Education: Slam Poetry As Subversive Duoethnography, Gloria J. Wilson, Sara Scott Shields
Journal of Social Theory in Art Education
Scholarly dialogues are filled with discussions of teacher’s personal perspectives, experiences, and challenges - but rarely do these dialogues include the narratives that lie beneath the surface. The subversive tales confronting stories of microagressions, alternate histories, and institutionalized norms that shape the educational landscape we navigate daily. This paper is focused on bringing to the surface a call and response lament of two social justice-oriented art educators--one Black, the other White. Using the dialogic methodology of duoethnography and the performative aspects of slam poetry, we share our racialized-teaching accounts as a multisensory experience, where text and performative orality share a …
Sub/Versing Mentoring Expectations: Duration, Discernment, Diffraction, Natalie Leblanc, Valerie Triggs, Rita Irwin
Sub/Versing Mentoring Expectations: Duration, Discernment, Diffraction, Natalie Leblanc, Valerie Triggs, Rita Irwin
Journal of Social Theory in Art Education
The three of us have shared co-mentoring relationships over the last decade. Rita was the PhD supervisor for both Natalie and Valerie and while working with them and other PhD students, came to believe that goals are reciprocal in many ways. In this article, we attend to the concept of co-mentoring, an exchange that includes three qualities guiding ongoing artistic, professional and scholarly work. These subversive qualities are described as: a) duration, b) discernment, and c) diffraction. From a practice-based, new materialist lens, we take turns describing how each quality is important to co-mentoring relationships and we provide theoretical …
Disrupting The Tourist Paradigm In Teacher Education: The Urban Art Classroom As A Globalized Site Of Travel, Transience, And Transaction, Justin P. Sutters
Disrupting The Tourist Paradigm In Teacher Education: The Urban Art Classroom As A Globalized Site Of Travel, Transience, And Transaction, Justin P. Sutters
Journal of Social Theory in Art Education
Employing Bauman’s scholarship on globalization, the author theorizes teacher candidates as tourists in order to critically examine current field observation practices in art education. The study follows preservice students as they participate in collecting narratives during field observations in an urban/inner-city school. The visual representations of their experiences are analyzed to isolate and address emergent themes that reveal the consumerist nature of field practices through instances of (trans)action. Recent national studies give credence to the shifting landscape of public education in the United States and the author suggests that the changing demographics of both teachers and students necessitate a reconceptualization …