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.

Entangled1

2018 ◽  
Vol 11 (1) ◽  
pp. 132-135
Author(s):  
Judith C. Lapadat
Keyword(s):  
Social Justice ◽  
Public Sphere ◽  
Qualitative Inquiry ◽  
International Congress ◽  
The Public ◽  
The Public Sphere

At the Thirteenth International Congress of Qualitative Inquiry, we gathered as a community to share perspectives on qualitative inquiry in the public sphere in these troubled times and to advance the causes of social justice. “Entangled” is a poetic montage that pieces together powerful words, phrases, and images that I gathered in sessions, in hallways, and on the lawns at ICQI 2017. This composite of fragments reflects the conference as I experienced it.

scholarly journals A Welcome, A Warning, and A Wish: On Entering a Doctoral Program in Educational Leadership for Social Justice in the Year 2020

2020 ◽  
pp. 107780042094808
Author(s):  
Bryant Keith Alexander
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Educational Leadership ◽  
Doctoral Program ◽  
Qualitative Inquiry ◽  
International Congress ◽  
School Of Education ◽  
Political Climate ◽  
Substantive Content ◽  
Leadership For Social Justice

After the cancelation of the International Congress of Qualitative Inquiry (2020) due to the Coronavirus pandemic (COVID-19), the substantive content of my presentation for the plenary, “Higher Education in the Time of Trump: Resistance and Critique” came into confluence with my invitation to deliver the 2020 Keynote to the 17th Incoming Cohort of the doctorate program in Educational Leadership for Social Justice, School of Education, Loyola Marymount University. This presentation delivered via ZOOM on June 18, 2020, calls forth a broader confluence of our current political climate under the “leadership” of Donald J. Trump, COVID-19, and national social justice activism linked with the Black Lives Matter Movement. Truly we are living protest and recovery in repressive times with a connectivity between the three. This message is both particular and plural to the audience that it was originally presented, and now to a diverse readership in these repressive times.

A Politics of Witnessing: Definitional Ceremony as Social Justice Work in Academia

2020 ◽  
pp. 194084472096820
Author(s):  
Sarah Strauven
Keyword(s):  
Social Justice ◽  
Public Engagement ◽  
Final Section ◽  
Qualitative Inquiry ◽  
Australian Case ◽  
Narrative Practice ◽  
Work First

The work outlined in this article has in part evolved as a response to Mr. Behrouz Boochani’s call to academics to engage with his work. First, I propose academics consider a form of public engagement drawn from narrative practice as social justice work in academia. In the next section, I illustrate my argument with an Australian case by discussing (a) a peaceful resistance undertaken by the refugees on Manus Island through the lens of definitional ceremony, (b) a public witnessing response by Dr. Surma to the written account of Mr. Boochani of the resistance, and (c) his reply to this act of witnessing. I complement this with my own response to both scholars on account of witnessing their exchanges. In the final section of this article, I articulate in more detail how this proposition of conceiving social justice work in academia is based on a politics of witnessing and acknowledgment. I argue that its epistemological and ontological dimensions hold promise for post-qualitative inquiry and that narrative practices more generally, can assist us in performing relationally situated research.

Materializing Dying: Art and Mattering

2018 ◽  
Vol 26 (7) ◽  
pp. 716-723 ◽  
Author(s):  
Jody Thomson
Keyword(s):  
End Of Life ◽  
Art Therapy ◽  
Visual Art ◽  
Qualitative Inquiry ◽  
International Congress ◽  
Art Making

In this article, the author takes a post-anthropocentric (re)turn to matter and mattering, using art-making-as-inquiry to think-feel about the ways in which art and matter matters in end-of-life art therapy. Visual art-making and new materialist theories are entangled with(in) stories from clinical end-of-life art therapy practice, textually and texturally performing how it is to work with affect, vibrant matter, vulnerability, and death. It is based on a symposium presented by four researchers at the International Congress of Qualitative Inquiry in 2018 titled “Material Methods,” each mobilizing creative practices to think about death, and transformation.

scholarly journals How Writing Touches

2011 ◽  
Vol 4 (3) ◽  
pp. 253-277 ◽  
Author(s):  
Jonathan Wyatt ◽  
Ken Gale ◽  
Larry Russell ◽  
Ronald J. Pelias ◽  
Tami Spry
Keyword(s):  
Collaborative Writing ◽  
Qualitative Inquiry ◽  
International Congress

Five scholars, with varying histories together, met as writers at a workshop at the 2007 International Congress of Qualitative Inquiry and made a commitment to write over the following year to, for and with each other in an experiment in the craft of autoethnography, an experiment that led us to explore questions of intimacy and connection manifested through collaborative writing. Each year since then we have returned to Congress to read a small anthology of the year's writing—and to decide whether or not to continue. This paper is drawn from our third year of writing together across the changing distances, as our bodies moved and lay still in both unfamiliar and familiar spaces. Within castles and beside oceans, on pastures and in homes, at universities and hospitals, we wrote together, between and amongst our group of five, working, as always, it seems, at who and what we are becoming. The joy of our continuing writing presence in each others' lives, our pleasure and surprise at such friendship, earned through hard writing labor, is manifest alongside an awareness that there is always more to do. We turn and return to love and intimacy as scholarly, messy, complex methodology as we send writing to each other that we, in turn, pick up on—and sometimes do not—in our responses; writing that often affirms and sometimes disturbs.

Enhancing Response Ability: Dietetics as a Vehicle for Social Justice—A Primer

2021 ◽  
Vol 82 (4) ◽  
pp. 159-166
Author(s):  
Jennifer Brady ◽  
Tanya L’heureux
Keyword(s):  
Social Justice ◽  
Well Being ◽  
Dietetic Education ◽  
Collective Response ◽  
Critical Reflexivity ◽  
The Social ◽  
Health And Well Being ◽  
Do So ◽  
Lack Of Knowledge

Recent world events have shone a spotlight on the social and structural injustices that impact the lives, health, and well-being of individuals and communities under threat. Dietitians should be well positioned to play a role in redressing injustice through their individual and collective “response abilities”, that is, the combination of responsibility for and ability to be responsive to such injustices due to the varying privilege and power that dietitians have. However, recent research shows that dietitians report a lack of knowledge, skill, and confidence to take on such roles, and that dietetic education includes little knowledge- or skill-based learning that might prepare dietitians to do so. This primer aims to introduce readers to concepts that are fundamental to socially just dietetics practice, including privilege, structural competence, critical reflexivity, critical humility, and critical praxis. We assert that when implemented into practice and used to inform advocacy and activism these concepts enhance dietitians’ individual and collective response ability to redress injustice.

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.

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