MARC 主機 00000nam  2200325   4500 
001    AAI3385014 
005    20100902095832.5 
008    100902s2009    ||||||||||||||||| ||eng d 
020    9781109497595 
035    (UMI)AAI3385014 
040    UMI|cUMI 
100 1  Dewhurst, Marit C 
245 12 A pedagogy of activist art:  Exploring the educational 
       significance of creating art for social justice 
300    190 p 
500    Source: Dissertation Abstracts International, Volume: 70-
       11, Section: A, page: 4155 
502    Thesis (Ed.D.)--Harvard University, 2009 
520    In classrooms, community centers, museums, and alternative
       learning sites across the country, large numbers of young 
       people are creating works of art---from murals and plays, 
       to photographs and spoken word poetry---that question, 
       challenge, and at times, impact existing conditions of 
       inequality and injustice. Despite the popularity of such 
       youth arts organizations, only recently have education 
       researchers begun to examine the unique learning and 
       teaching that occurs when arts are applied towards social 
       justice aims. Through a qualitative study of youth 
       perspectives on and observed experiences in a small 
       activist art class, this study analyzes the educational 
       value of activist art making. The findings presented here 
       highlight three key processes that are fundamental to the 
       development of a work of activist art: connecting, 
       questioning, and translating. An analysis of the nature of
       these processes both in practice, and as they are 
       characterized in educational scholarship, suggests that 
       the practice of making activist art is a rich space for 
       learning and teaching. An emerging pedagogy of activist 
       art offers a model for understanding and facilitating 
       activist art making as an educational practice. This 
       theory highlights the duality of activist art making, 
       whereby participants both direct and experience the 
       learning and teaching required of creating artwork with 
       social justice aims. In a field still struggling to define
       itself, this study provides a clear articulation of what 
       learning and teaching actually happens when young people 
       create activist art---an articulation drawn from both 
       youth perspectives and researcher interpretations. Finally,
       this overview of the pedagogy of activist art points to a 
       series of suggested tools for those interested in 
       facilitating activist art programs with young people. In a
       political and educational landscape where youth are often 
       silenced and ignored, the implications of a pedagogy of 
       activist art point to the ways in which this practice may 
       serve as an important means for empowering young people to
       actively engage in and affect the world around them 
590    School code: 0084 
650  4 Education, Art 
650  4 Education, Sociology of 
650  4 Art History 
690    0273 
690    0340 
690    0377 
710 2  Harvard University 
773 0  |tDissertation Abstracts International|g70-11A 
856 40 |u