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Artists have always had a role in imagining a more socially just, inclusive world-many have devoted their lives to realizing this possibility. In a culture ever more embedded in performance and the visual, examining the role of arts in multicultural teaching for social justice is a timely focus. In Activist Art in Social Justice Pedagogy approaches to using activist art to teach a multicultural curriculum are examined and critiqued. Examples of activist artists and their strategies illustrate how study of and engagement in activist art processes glocally-connecting local and global issues-can deepen critical literacy and commitment to social justice. This book is relevant to those (1) interested in teaching more about artist/activist social movements around the globe, (2) preparing pre-service teachers to teach for social justice, (3) concerned about learning how to engage diverse learners through the arts, (4) teaching courses related to arts-based multicultural education, critical literacy, and culturally relevant teaching. As we think more broadly we address the question "why does a 'social justice through the arts in education' approach make sense"; describe examples of preservice teacher assignments examining artists' roles in activist movements, promoting multicultural understanding and social justice; and share approaches to and examples of using the arts in the United States and abroad to deepen multicultural comprehension and teaching for social justice.
Sommario
List of Illustrations - Acknowledgments - Cynthia Clabough: Note on the Cover Art: "The Night the Artist Became Activist" - Barbara Beyerbach: Introduction - Barbara Beyerbach: Social Justice Education Through the Arts - Tania Ramalho and Leah Russell - Learning About the Farmworkers and the Landless Rural Workers Movements Through the Arts - Leah Russell: Art and Change in the AfroReggae Cultural Group - Jacquelyn S. Kibbey: Media Literacy and Social Justice in a Visual World - Mary Harrell: Enlivening the Curriculum Through Imagination - Dennis Parsons: Photography and Social Justice: Preservice Teachers and the Ocularized, Urban Other - Jane Winslow: Creating Student Activists Through Community Participatory Documentaries - Jennifer Kagan/Chris Capella: Art Class at the Onondaga Nation School: A Practice of the Good Mind - Lisa Roberts Seppi: Indigenous Activism: Art, Identity, and the Politics of the Quincentenary - Carrie Nordlund/Peg Speirs/Marilyn Stewart/Judy Chicago: Activist Art and Pedagogy: The Dinner Party Curriculum Project - Lisa K. Langlois: Acting Up In and Out of Class: Student Social Justice Activism in the Tertiary General Education, Fine Arts, and Performing Arts Curriculum - Patricia E. Clark/Ulises A. Mejias/Peter Cavana/Daniel Herson/Sharon M. Strong: Interactive Social Media and the Art of Telling Stories: Strategies for Social Justice Through Osw3go.net 2010: Racism on Campus - Barbara Stout: In the Grey: Finding Beauty Without Labels - Suzanne Bellamy: The Art of Growing Food - Arnon A.m. de Andrade/Tania Ramalho (Translator): Complexity, Communication, Education, and the Making of Art - Ritu Radhakrishnan: It Starts With an Idea: Integrating Arts into the Classroom - Anneke McEvoy/Peter Cardone/Elias Williams: Sharing Our True Identity: Taking Environmental Portraits to Subvert Existing Community Narratives - Cynthia Clabough/Todd Behrendt/Elizabeth Brownell/Christi Harrington/Sharon Kane/Lacey McKinney/Kelly Roe: A Collective Endeavor-The Creatively Exploring Place, Self, and Collective Identity Project - Barbara Beyerbach/Tania Ramalho: Activist Art in Social Justice Pedagogy - About the Authors.
Info autore
Barbara Beyerbach, Ph.D., is a professor at SUNY at Oswego. She also serves as a co-director of Project SMART, a teacher professional development program aimed at creating urban/rural partnerships in K¿16. Beyerbach is co-editor (with R. Deborah Davis) of ¿How Do We Know They Know?¿: A Conversation About Pre-Service Teachers Learning About Culture and Social Justice (2009).
R. Deborah Davis, Ph.D., is a professor emerita at SUNY at Oswego and a co-director of the Teacher Opportunity Grant. Davis is the author of Black Students¿ Perceptions: Persistence to Graduation in an American University (2007).
Tania Ramalho, Ph.D., a Brazilian American, is professor at SUNY at Oswego. She teaches critical literacy and pedagogy in the Curriculum and Instruction Department. She serves as a board member of the International Journal of Development Education and Global Learning, associated with the University of London¿s Institute of Education and the London Development Center.
Relazione
"Engaged. Inspired. Empowered. Agentic. What we wish for our students is exactly what this visionary revised edition of Activist Art in Social Justice Pedagogy offers its readers. Regardless of what or where you teach, this timely book will invite you to visualize yourself, your work, and your classroom as a site of creativity, imagination, and social power. Indeed, this book's wonderful portraits of well-grounded activist work with children and youth are needed now more than ever."-Christine Sleeter, Professor Emerita, California State University, Monterey Bay
