Reclaiming Safe Spaces: Arts-Based Research, Advocacy, and Social Justice

2020 ◽  
pp. 701-718
Author(s):  
Nelli Stavropoulou
Keyword(s):  
Social Justice ◽  
Arts Based Research ◽  
Safe Spaces

Arts-based Research as Social Justice Activism

2011 ◽  
Vol 4 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Karen Keifer-Boyd
Keyword(s):  
Social Justice ◽  
Qualitative Inquiry ◽  
International Congress ◽  
Arts Based Research ◽  
Critical Reflexivity

A social justice approach to arts-based research, as presented in this article through examples from five different perspectives on what constitutes arts-based research, involves continual critical reflexivity in response to injustice. At the First International Congress of Qualitative Inquiry, I identified five distinctly different perspectives on what constitutes arts-based research. The variations seemed to emphasize contiguous relationships such as: arts-insight, arts-inquiry, arts-imagination, arts-embodiment, and arts-relationality. Starting from a study of arts-based research, I construct historical and theoretical traces to and from these five facets of a social justice approach to arts-based inquiry. My analysis offers potentialities for an intermingling of these five faces of arts-based research in the interest of social justice. The examples of arts-based research as social justice activism presented here are intended to inspire transdisciplinary researchers to imagine ways to conjoin arts-based processes, subjects, and forms with social justice enactments of research.

Critical Autoethnography for Social Justice Research in Doctoral Education

2021 ◽  
pp. 20-37
Author(s):  
Robin Throne
Keyword(s):  
Social Justice ◽  
Doctoral Education ◽  
Historical Trauma ◽  
Power Dynamics ◽  
Arts Based Research ◽  
Justice Research ◽  
Social Justice Research ◽  
Critical Autoethnography ◽  
Research Problems ◽  
The Many

As autoethnography and other methods for self-as-subject research continue to increase in use across doctoral education, this guide proposes to inform the methods in this area specific to critical autoethnography for doctoral scholars desiring to conduct the many forms of social justice research. This includes indigenous research, contemporary feminist research, and arts-based research, which have also seen rise across dissertation research among many disciplines. While many works exist to describe critical autoethnography within specific contexts, few research guides examine critical autoethnography specific for use by the doctoral scholar and specific examples across research focused on societal change and/or disruption of existing power dynamics, lack of parity, or historical trauma from acculturation and/or dispossession. Thus, this chapter offers a concise research methods resource for doctoral scholars and their research supervisors to facilitate use of critical autoethnography across disciplines and among diverse research problems of inquiry.

Policing Normalcy: Men of Color Speak Back at a Ridiculously White Institution

2019 ◽  
Vol 20 (1) ◽  
pp. 52-62
Author(s):  
Walter S. Gershon
Keyword(s):  
Social Justice ◽  
Young Men ◽  
Sound Art ◽  
Arts Based Research ◽  
Men Of Color ◽  
White Institution ◽  
Everyday Experiences

This article serves as supplemental information for a performative presentation of what the author calls sound arts–based research (SABR) and how it can function as sounded scholarship and sound art for social justice in education. Utilizing a combination of sound and text, this article documents everyday experiences of policing for young men of color at a Ridiculously White Institution (RWI). Focusing on processes of intention, attention, expression, and reception, this article also seeks to more clearly parse the often subtle, nuanced ethical differences between more artistic sound-making and (qualitative) sounded scholarship.

scholarly journals “Follow Through”: Poetic Representation of Action Planning for Social Justice

2018 ◽  
Vol 3 (1) ◽  
pp. 69-89
Author(s):  
Christopher Daniel Murakami ◽  
Andrea Hawkman ◽  
Crystal Kroner ◽  
Jo Anna O'Neill
Keyword(s):  
Social Justice ◽  
Transformative Learning ◽  
Action Planning ◽  
Self Awareness ◽  
Arts Based Research ◽  
Diversity And Inclusion ◽  
Planning Meeting ◽  
Emotional Commitment ◽  
Poetic Representation ◽  
The University

During an historic semester of student led protests for social justice, the University College of Education (pseudonym) facilitated an action planning session for diversity, inclusion, and social justice. This paper is guided by the question, how can data gathered from an action planning meeting on diversity, inclusion, and social justice be a/r/tographically (Irwin & De Cosson, 2004) represented to support self-awareness and transformative learning experiences? The four co-authors engaged in poetic representation (Ward, 2011) and describe how the data analysis and poem construction yielded opportunities for critical reflection in pursuit of educational equity. This work calls for continued dialogue, action, and emotional commitment to address issues of marginalization in education. The potential of arts-based research to help mediate transformative and lifelong learning regarding diversity and inclusion are discussed.

scholarly journals The French Play: An Ethnodrama About Applied Theatre for Social Justice Education in Middle School

in education ◽  
2021 ◽  
Vol 26 (2) ◽  
pp. 92-113
Author(s):  
Allison Balabuch
Keyword(s):  
Middle School ◽  
Social Justice ◽  
Learning Experience ◽  
Social Justice Education ◽  
French Immersion ◽  
Problem Posing ◽  
Video Conference ◽  
Arts Based Research ◽  
Applied Theatre ◽  
Past Experiences

In this study, I investigate the use of applied theatre with French Immersion Grade 8 students to better understand social justice issues. Through unstructured interviews, four participants were asked to recall their past experiences participating in applied theatre projects as a learning experience and as a process to better understand social justice issues. Participants’ words and feedback were then used to create an ethnodrama script, performed by the participants and me via video conference. Findings are grouped under five categories; Doll’s (2013) 4Rs: Richness, Rigor, Recursion, and Relations and Freire’s (2000) concept of conscientization. Participants in applied theatre reported they had a space to tell authentic stories in their own words, became more self-confident, and work towards being catalysts for change. The purpose of this article is to inform educators of the possibilities in using applied theatre and problem-posing education for social justice education and to share the process of ethnodrama as a methodology in arts-based research. Keywords: applied theatre; ethnodrama; problem-posing education; social justice education

scholarly journals A dialogue in support of social justice

2019 ◽  
Vol 10 (23) ◽  
pp. 215-233
Author(s):  
Daniel John Anderson ◽  
Susan T. Gardner
Keyword(s):  
Social Justice ◽  
Person Perception ◽  
Social Spaces ◽  
Ad Hominem ◽  
Safe Spaces ◽  
Full View ◽  
The Past ◽  
Positive Side ◽  
The Future ◽  
Communicative Approach

There are kinds of dialogue that support social justice and others that do the reverse. The kinds of dialogue that support social justice require that anger be bracketed and that hiding in safe spaces be eschewed. All illegitimate ad hominem/ad feminem attacks are ruled out from the get-go. No dialogical contribution can be down-graded on account of the communicator’s gender, race, or religion. As well, this communicative approach unapologetically privileges reason in full view of theories and strategies that might seek to undermine reasoning as just another illegitimate form of power.On the more positive side, it is argued in this paper that social justice dialogue will be enhanced by a kind of “communicative upgrading,” which amplifies “person perception,” foregrounds the impersonal forces within our common social spaces rather than the “baddies” within, and orients the dialogical trajectory toward the future rather than the past. Finally, it is argued in this paper that educators have a pressing responsibility to guide their students through social justice dialogue so that their speech contributes to the amelioration of injustice, rather than rendering the terrain more treacherous.

IDEAS AND PROJECTS IN THE FIELD OF ARCHITECTURE AND URBANISM FROM THE MATERIALS OF THE CATALAN PERIODICALS OF THE SECOND REPUBLIC

2021 ◽  
Vol 32 (1) ◽  
pp. 248-259
Author(s):  
Nataliya Kuzina ◽  
Keyword(s):  
Social Justice ◽  
Urban Planning ◽  
Population Density ◽  
High Population ◽  
High Population Density ◽  
Way Of Life ◽  
Second Republic ◽  
Safe Spaces ◽  
Social Demographic ◽  
New Strategies

Catalan architects who were members of the G.A.T.C.P.A.C. associa-tion and the Association of Architects of Catalonia (SAC) were con-cerned about social, demographic and sanitary issues. Specialists were engaged in the development of new strategies in the field of urban planning, the creation of comfortable and safe spaces that solved prob-lems associated with high population density. Catalan architects were engaged in the development of functional projects that could solve a number of fundamental problems, such as the lack of a sufficient num-ber of hospitals, schools, housing, factories, places for leisure, etc. They presented these projects in two magazines Actividad Contempora-nea and Arquitectura i Urbanisme, which are investigated in this article. In them, the architects proposed a new way of life, consonant with the ideas of the Second Republic about equality and social justice.

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