Public Pedagogy and Social Justice in Arts Education. (21st May 2017)

• Record Type: Journal Article
• Authors: Hochtritt, Lisa; Ahlschwede, Willa; Halsey‐Dutton, Bonnie; Fiesel, Laura Mychal; Chevalier, Liz; Miller, Taylor; Farrar, Chelsea
• Is Part Of: International journal of art & design education. Volume 37:Number 2(2018:Jun.)
• Page Start: 287
• Page End: 299
• Publication Date: 2017-05-21
• Subjects: social justice -- art and design education -- public pedagogy -- alternative sites of learning -- socially engaged art; Art -- Study and teaching -- Periodicals; Design -- Study and teaching -- Periodicals; 707
• DOI: 10.1111/jade.12120
• Languages: English
• ISSNs: 1476-8062

Abstract

Abstract: In this article we explore examples of public pedagogical actions and interventions, reading them through a social justice education framework lens. In our discussion we start with definitions of social justice, public pedagogy and case study methodologies. Then, we look at a variety of international examples to highlight the pervasiveness of public pedagogical opportunities in visual culture that include a festival, an individual, a citywide symposium, an online community, a cultural group and a museum exhibition. They are divided into three categories based on social justice principles suggested by Ayers et al . and later interpreted by Dewhurst: (1) Public pedagogy and social justice is rooted in people's experiences: Fiesta del Señor de Choquekillka: Ollantaytambo, Peru and Janet Weight Reed – an artist's public pedagogy utilising social media; (2) Public pedagogy and social justice is a process of reflection and action together: Ideas City Festival and the Vlogbrothers; (3) Public pedagogy and social justice seeks to dismantle systems of inequality to create a more humane society: CULTURUNNERS and sh[OUT]: Lesbian, Gay, Bisexual, Transgender and Intersex art and culture . It is our hope that in looking more closely at these international examples of public pedagogy and social justice education that the power of such alternative sites of learning is apparent and encourages further interventions and investigations in such spaces of inquiry.