Persistent Link:
http://hdl.handle.net/10150/193320
Title:
Social Justice and Community-Based Art Education
Author:
Brown, Holly Beth
Issue Date:
2010
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Both in and out of the classroom, critically discussing and exploring the issues of gender, race, power, equality, and social justice can be a social and emotional minefield for educators and students alike. In politically charged times, escaping pre-formulated reactions and creating real change and empathy can seem a nearly impossible task. Some educators have turned to the visual and creative arts to provide students with emotional connectedness, visceral responses, and modes of self-expression. In this study, I examine two education programs to understand the effectiveness of social justice pedagogical methods using phenomenological research. My focus is on the educators' experiences, influences, and personal pedagogies. I plan to highlight three successful programs to better understand how complex and emotional issues can be better explored through art and visual culture and how other educators can adapt these methods to their own classrooms.
Type:
text; Electronic Thesis
Keywords:
art education; community education; photography; social justice; theater
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Art Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
McClure, Marissa
Committee Chair:
McClure, Marissa

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleSocial Justice and Community-Based Art Educationen_US
dc.creatorBrown, Holly Bethen_US
dc.contributor.authorBrown, Holly Bethen_US
dc.date.issued2010en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractBoth in and out of the classroom, critically discussing and exploring the issues of gender, race, power, equality, and social justice can be a social and emotional minefield for educators and students alike. In politically charged times, escaping pre-formulated reactions and creating real change and empathy can seem a nearly impossible task. Some educators have turned to the visual and creative arts to provide students with emotional connectedness, visceral responses, and modes of self-expression. In this study, I examine two education programs to understand the effectiveness of social justice pedagogical methods using phenomenological research. My focus is on the educators' experiences, influences, and personal pedagogies. I plan to highlight three successful programs to better understand how complex and emotional issues can be better explored through art and visual culture and how other educators can adapt these methods to their own classrooms.en_US
dc.typetexten_US
dc.typeElectronic Thesisen_US
dc.subjectart educationen_US
dc.subjectcommunity educationen_US
dc.subjectphotographyen_US
dc.subjectsocial justiceen_US
dc.subjecttheateren_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineArt Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMcClure, Marissaen_US
dc.contributor.chairMcClure, Marissaen_US
dc.contributor.committeememberBeudert, Lynnen_US
dc.contributor.committeememberShin, Ryanen_US
dc.identifier.proquest11068en_US
dc.identifier.oclc659755009en_US
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