Engaging Students in Glocal Issues Through the Arts, Revised Edition
Artists have always had a role in imagining a more socially just, inclusive world—many have devoted their lives to realizing this possibility. In a culture ever more embedded in performance and the visual, examining the role of arts in multicultural teaching for social justice is a timely focus. In Activist Art in Social Justice Pedagogy approaches to using activist art to teach a multicultural curriculum are examined and critiqued. Examples of activist artists and their strategies illustrate how study of and engagement in activist art processes glocally—connecting local and global issues—can deepen critical literacy and commitment to social justice. This book is relevant to those (1) interested in teaching more about artist/activist social movements around the globe, (2) preparing pre-service teachers to teach for social justice, (3) concerned about learning how to engage diverse learners through the arts, (4) teaching courses related to arts-based multicultural education, critical literacy, and culturally relevant teaching. As we think more broadly we address the question "why does a ‘social justice through the arts in education’ approach make sense"; describe examples of preservice teacher assignments examining artists’ roles in activist movements, promoting multicultural understanding and social justice; and share approaches to and examples of using the arts in the United States and abroad to deepen multicultural comprehension and teaching for social justice.
Chapter Eighteen: A Collective Endeavor—The Creatively Exploring Place, Self, and Collective Identity Project (Cynthia Clabough / Todd Behrendt / Elizabeth Brownell / Christi Harrington / Sharon Kane / Lacey McKinney / Kelly Roe)
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A Collective Endeavor—The Creatively Exploring Place, Self, and Collective Identity Project
CYNTHIA CLABOUGH, TODD BEHRENDT, ELIZABETH BROWNELL, CHRISTI HARRINGTON, SHARON KANE, LACEY MCKINNEY, AND KELLY ROE
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