ERIC Number: ED523393
Record Type: Non-Journal
Publication Date: 2011
Reference Count: 0
Activist Art in Social Justice Pedagogy: Engaging Students in Glocal Issues through the Arts. Counterpoints: Studies in the Postmodern Theory of Education. Volume 403
Beyerbach, Barbara, Ed.; Davis, R. Deborah, Ed.
Peter Lang New York
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, an examination of the role of the arts in multicultural teaching for social justice is timely. This book examines and critiques approaches to using activist art to teach a multicultural curriculum. Examples of activist artists and their strategies illustrate how study of and engagement in this process connect local and global issues that can deepen critical literacy and a commitment to social justice. This book is relevant to those interested in teaching more about artist/activist social movements around the globe; preparing pre-service teachers to teach for social justice; concerned about learning how to engage diverse learners through the arts; and teaching courses related to arts-based multicultural education, critical literacy, and culturally relevant teaching. This book contains: (1) Introduction (Barbara Beyerbach); (2) Social Justice Education Through the Arts (Barbara Beyerbach); (3) Learning about the Farmworkers and the Landless Rural Workers Movements Through the Arts (Tania Ramalho and Leah Russell); (4) Art and Change in the Afro Reggae Cultural Group (Leah Russell); (5) Media Literacy and Social Justice in a Visual World (Jacquelyn S. Kibbey); (6) Enlivening the Curriculum Through Imagination (Mary Harrell); (7) Photography and Social Justice: Preservice Teachers and the Ocularized, Urban Other (Dennis Parsons); (8) Creating Student Activists Through Community Participatory Documentaries (Jane Winslow); (9) Art Class at the Onondaga Nation School: A Practice of the Good Mind (Jennifer Kagan and Chris Capella); (10) Indigenous Activism: Art, Identity, and the Politics of the Quincentenary (Lisa Roberts Seppi); (11) Activist Art and Pedagogy: The Dinner Party Curriculum Project (Carrie Nordlund, Peg Speirs, Marilyn Stewart and Judy Chicago); (12) Acting Up In and Out of Class: Student Social Justice Activism in the Tertiary General Education, Fine Arts, and Performing Arts Curriculum (Lisa Langlois); (13) Interactive Social Media and the Art of Telling Stories: Strategies for Social Justice Through "Osw3go.net 2010: Racism on Campus" (Patricia E. Clark, Ulises A. Mejias, Peter Cavana, Daniel Herson, and Sharon M. Strong); (14) In the Grey: Finding Beauty Without Labels (Barbara Stout); (15) The Art of Growing Food (Suzanne Bellamy); and (16) Activist Art in Social Justice Pedagogy (Barbara Beyerbach and Tania Ramalho).
Descriptors: Social Justice, Preservice Teachers, Multicultural Education, Fine Arts, Artists, Documentaries, Media Literacy, Teaching Methods, Postmodernism, Global Education, Educational Theories, Art Activities, Educational Strategies, Multiple Literacies, Activism, Social Action, Art Education, Student Diversity, Critical Theory, Culturally Relevant Education, Popular Culture, African American Culture, Photography, Social Distance, American Indian Education, Politics of Education, Agricultural Laborers, College Curriculum, Web Sites, Agriculture
Peter Lang New York. 29 Broadway 18th Floor, New York, NY 10006. Tel: 800-770-5264; Tel: 212-647-7706; Fax: 212-647-7707; e-mail: email@example.com; Web site: http://www.peterlang.com
Publication Type: Books; Collected Works - General
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A