Activist Art in Social Justice Pedagogy
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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…mehr

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Produktbeschreibung
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.
Autorenporträt
Barbara Beyerbach, Ph.D., is a professor at SUNY at Oswego. She also serves as a co-director of Project SMART, a teacher professional development program aimed at creating urban/rural partnerships in K¿16. Beyerbach is co-editor (with R. Deborah Davis) of ¿How Do We Know They Know?¿: A Conversation About Pre-Service Teachers Learning About Culture and Social Justice (2009). R. Deborah Davis, Ph.D., is a professor emerita at SUNY at Oswego and a co-director of the Teacher Opportunity Grant. Davis is the author of Black Students¿ Perceptions: Persistence to Graduation in an American University (2007). Tania Ramalho, Ph.D., a Brazilian American, is professor at SUNY at Oswego. She teaches critical literacy and pedagogy in the Curriculum and Instruction Department. She serves as a board member of the International Journal of Development Education and Global Learning, associated with the University of London¿s Institute of Education and the London Development Center.