The Emancipatory Potential of Arts-Based Research for Social Justice

2013 ◽  
Vol 46 (1) ◽  
pp. 135-149 ◽  
Author(s):  
Nana Osei-Kofi
Keyword(s):  
Social Justice ◽  
Arts Based Research

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

Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

2019 ◽  
Vol 227 (2) ◽  
pp. 139-143 ◽  
Author(s):  
Alex Sandro Gomes Pessoa ◽  
Linda Liebenberg ◽  
Dorothy Bottrell ◽  
Silvia Helena Koller
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Young People ◽  
Latin American ◽  
Drug Trafficking ◽  
Sustainable Development Goals ◽  
Educational Systems ◽  
Economic Changes ◽  
2030 Agenda ◽  
Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

Tests, Minorities, and Social Justice

1977 ◽  
Vol 22 (12) ◽  
pp. 934-935
Author(s):  
JACK D. FORBES
Keyword(s):  
Social Justice
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