DOCSLIB.ORG

CONFRONTING SYSTEMS of OPPRESSION: TEACHING and LEARNING SOCIAL JUSTICE THROUGH ART with UNIVERSITY STUDENTS by Injeong Yoon

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
CONFRONTING SYSTEMS of OPPRESSION: TEACHING and LEARNING SOCIAL JUSTICE THROUGH ART with UNIVERSITY STUDENTS by Injeong Yoon Confronting Systems of Oppression: Teaching and Learning Social Justice through Art with University Students Item Type text; Electronic Dissertation Authors Yoon, InJeong 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. Download date 06/10/2021 08:47:24 Link to Item http://hdl.handle.net/10150/625591 CONFRONTING SYSTEMS OF OPPRESSION: TEACHING AND LEARNING SOCIAL JUSTICE THROUGH ART WITH UNIVERSITY STUDENTS by InJeong Yoon __________________________ Copyright © InJeong Yoon 2017 A Dissertation Submitted to the Faculty of the SCHOOL OF ART In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY WITH A MAJOR IN ART HISTORY AND EDUCATION In the Graduate College THE UNIVERSITY OF ARIZONA 2017 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by InJeong Yoon, titled Confronting Systems of Oppression: Teaching and Learning Social Justice through Art with University Students and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. _______________________________________________________________________ Date: 5/9/2017 Lisa Hochtritt, Ed.D. _______________________________________________________________________ Date: 5/9/2017 Elizabeth Garber, Ph.D. _______________________________________________________________________ Date: 5/9/2017 Elizabeth Jaeger, Ph.D. _______________________________________________________________________ Date: 5/9/2017 Ryan Shin, Ph.D. Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ________________________________________________ Date: 5/9/2017 Dissertation Director: Lisa Hochtritt, Ed.D. 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of the requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that an accurate acknowledgement of the source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: InJeong Yoon 4 ACKNOWLEDGEMENTS My journey through the doctoral program was the most powerful learning experience in my life. This dissertation is not my sole accomplishment; I am indebted to many individuals who guided and supported my research for the past four years. I cannot thank them enough. I would first like to acknowledge my dissertation chair, Dr. Lisa Hochtritt, who guided and encouraged me to pursue my pedagogical and academic interest in social justice art education. I am grateful for her insights and advice that constantly shaped my research. Throughout the research and writing process, her office was my sanctuary. Her warm presence and knowledge allowed me to not only finish, but also positively view myself as a teacher and researcher. I also extend my gratitude to my dissertation committee members: Dr. Elizabeth Garber, Dr. Elizabeth Jaeger, and Dr. Ryan Shin. I cannot express my gratitude enough for their insightful advice and passionate support from the beginning of the research process. I would also like to acknowledge Dr. Manisha Sharma, who supported my teaching and research, and the late Dr. Richard Ruiz, who demonstrated to me and other graduate students what it meant to teach for social justice. It was an honor to be able to work under their guidance. I would also like to acknowledge the amazing faculty and students at the University of Arizona whose knowledge and expertise continues to have a profound impact on me personally and professionally. I would like to acknowledge the contribution that my friends from the graduate school at the University of Arizona made to this dissertation. I appreciate our passionate conversations on issues of social justice, which provided a source of reflection, inspiration, and devotion to my dissertation. They helped create an atmosphere of inclusiveness and support that made the writing process less isolating and less intimidating. Lastly, I appreciate endless love and support from my family. Benjamin Ramirez, who is my partner and academic colleague, for reading this dissertation several times and provided me with countless suggestions as well as his love and support, which gave me the courage to start my doctoral program in the first place. I must also extend my gratitude to all of my in-laws for their love and support as well. I sincerely appreciate the support from my parents in Busan, South Korea. They are my primary motivation for pursuing my academic passion in education. 5 TABLE OF CONTENTS LIST OF FIGURES ............................................................................................................ 9 LIST OF TABLES ............................................................................................................ 11 Abstract ............................................................................................................................. 12 CHAPTER ONE: INTRODUCTION ............................................................................... 14 Introduction ................................................................................................................... 14 Background of the Study: The Personal Journey as an Art Educator Teaching for Social Justice ................................................................................................................. 17 Purpose of the Study ..................................................................................................... 21 Significance of the Study .............................................................................................. 22 Research Questions ....................................................................................................... 24 Definitions of Terms ..................................................................................................... 25 Limitations of the Study................................................................................................ 28 Organization of the Dissertation ................................................................................... 30 CHAPTER TWO: LITERATURE REVIEW ................................................................... 32 Introduction ................................................................................................................... 32 Conceptualization of Social Justice: What is Social Justice? ....................................... 32 Iris Marion Young: Justice as the Politics of Difference .......................................... 34 Nancy Fraser: Connecting Cultural Justice (Recognition) to Economic Justice (Redistribution) ......................................................................................................... 37 Social Justice Education ............................................................................................... 38 Social Justice Art Education ......................................................................................... 40 The Power of Art in Teaching and Learning Social Justice ..................................... 42 Concepts and Features of Social Justice Art Education............................................ 44 Viewing/Analyzing and Making: Two Teaching Approaches of Social Justice Art Education .................................................................................................................. 48 Discussion on the Features of Social Justice Art Education ..................................... 49 Relevant Concepts and Pedagogies Surrounding Social Justice Art Education ........... 50 Critical Multicultural Education and Social Justice Education ................................ 51 Activist Art................................................................................................................ 55 Theoretical Frame: Critical Race Feminism ................................................................. 56 6 Critical Race Theory ................................................................................................. 57 Critical Race Feminism............................................................................................. 58 Understanding Experiences of Female Students/Teachers of Color through CRF ... 61 Conclusion .................................................................................................................... 65 CHAPTER THREE: METHODOLOGIES ...................................................................... 67 Research Overview ....................................................................................................... 67 Restatement of Research Questions .............................................................................. 68 Research Methodologies ..............................................................................................
Load more

Recommended publications
  • 1 a Multicultural and Social Reconstructionist Approach to Art
    A Multicultural and Social Reconstructionist Approach to Art Education: A Framework for Social Justice through Art Curriculum DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Joni Etta Boyd, M.A. Graduate Program in Art Education The Ohio State University 2011 Dissertation Committee: Dr. Karen Hutzel, Co-Advisor Dr. Christine Ballengee-Morris, Co- Advisor Dr. Vesta Daniel Dr. Adrienne Dixson 1 Copyright by Joni Etta Boyd 2011 2 Abstract The primary question that framed this study was “How does a multicultural and social reconstructionist approach to art education facilitate the three broad goals of social justice (a) increase personal awareness, (b) expand knowledge and (c) encourage action among youth?” This inquiry was formulated based on a previous research project that indicated the need for a multicultural and reconstructionist approach in art education. Some art education curriculum has been identified as hegemonic in that it assists in maintaining the status quo. Curriculum can be oppressive if it consistently uses voices only from the dominant population and continues to neglect the needs of its receivers. Therefore, an art education curriculum that promotes inclusivity, transformation, social change and social reconstruction was the goal for this research. In addition, this study worked to examine the results of the implementation of this approach. To attend to this objective, this study utilized participatory action research (PAR), a methodology theoretically driven by social justice and advocacy for change on a local level. Using this methodology initiated stakeholder engagement and helped to reveal the significance of student voice in curriculum.
    [Show full text]
  • Social Justice and the Arts
    2015 Social Justice and the Arts ARTS ORGANIZATIONS PARTNERING WITH THEIR COMMUNITIES TO ADVANCE SOCIAL JUSTICE J.A. DEWALD, CONSULTANT PARTNERSHIP FOR THE PUBLIC GOOD BUFFALO, NEW YORK Open Buffalo | Partnership for the Public Good Innovation Lab 2 Table of Contents INTRODUCTION .................................................................................................................................................................................. 5 GENERAL INSIGHTS ........................................................................................................................................................................... 6 OPEN BUFFALO AREAS OF FOCUS ............................................................................................................................................... 8 EXAMPLES OF RELEVANT ARTS/SOCIAL JUSTICE PROGRAMS, NETWORKS, AND ORGANIZATIONS ....................... 9 Philadelphia Mural Arts Program (MAP), Philadelphia, Pennsylvania .............................................................................. 10 ARTWELL, Philadelphia, Pennsylvania ...................................................................................................................................... 11 Thousand Kites, headquarters in Norton, Virginia ................................................................................................................. 11 The Prison Arts Coalition/Poetry in Corrections, a National Network ..............................................................................
    [Show full text]
  • Unit Proposal: the Arts and Social Justice Theatre
    Unit Proposal: The Arts and Social Justice Theatre Unit outline Unit plan I want to create a scaffolded unit that focuses on different art forms and how they can come together to create social justice theatre. Each lesson will begin with a historical component, their relevance in society, and finish with a hands on activity. Most of these projects will build off of one another and amount to a culminating final project.I want students to understand how big of a role the arts have and can continue to have on social change. ● Basic idea for lesson: Introduction to social justice theatre ​ a. Purpose of lesson: Give students an introduction to social change, social justice theatre. During this lesson, students will learn what they will be completing during the unit and what the final project will be. ○ How can you incorporate UDL/UBD ■ UDL ● Including subtitles on videos played in class. ● Giving students the option to record, draw out, or journal their reflections. ● Giving students breaks between activities. ● Providing written directions with step by step picture representations. ■ UBD ● Desired Results a. Students will be able to identify relevant social justice issues. ● Evaluation a. Students will explain (in their own medium) a social justice issue of their choosing. ● Learning plan a. Students will learn about the history of social justice issues, social change, and social justice theatre. b. A class discussion will occur and students will talk about relevant social issues. c. Students will independently identify one social justice issue that is important to them and reflect on why it’s important.
    [Show full text]
  • Integrating Social Justice Art Education Into the Middle School Curriculum
    Western Michigan University ScholarWorks at WMU Master's Theses Graduate College 12-2017 Visual Literacy: Integrating Social Justice Art Education into the Middle School Curriculum Anna Kazmarski Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the Art Education Commons Recommended Citation Kazmarski, Anna, "Visual Literacy: Integrating Social Justice Art Education into the Middle School Curriculum" (2017). Master's Theses. 1997. https://scholarworks.wmich.edu/masters_theses/1997 This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. VISUAL LITERACY: INTEGRATING SOCIAL JUSTICE ART EDUCATION INTO THE MIDDLE SCHOOL CURRICULUM by Anna Kazmarski A thesis submitted to the Graduate College in partial fulfillment of the requirements for the degree of Master of Arts Frostic School of Art Western Michigan University December 2017 Thesis Committee: William Charland, Ph. D., Chair Christina Chin, Ph.D. Karen Bondarchuk, M.F.A. VISUAL LITERACY: INTEGRATING SOCIAL JUSTICE ART EDUCATION INTO THE MIDDLE SCHOOL CURRICULUM Anna Kazmarski, M.A. Western Michigan University, 2017 The purpose of this paper is to explore how social justice art education and visual literacy can facilitate growth and compassion for the diverse other in society. Social justice art encourages exploration of art-making in a variety of settings in order to dispel anxiety or misunderstandings about those affected by injustice. An investigation of original lesson plans designed to meet national core art standards will be introduced to elaborate on how social issues can be incorporated into a comprehensive art education curriculum based on critical and analytical inquiry at the middle school level.
    [Show full text]
  • THE ART of FLOCKING CURRICULUM the Art of Flocking Curriculum
    THE ART OF FLOCKING CURRICULUM The Art of Flocking Curriculum “There is an art to flocking: staying close enough not to crowd each other, ​ aligned enough to maintain a shared direction, and cohesive enough to always move towards each other.” - adrienne maree brown ​ The Art of Flocking: Cultural Stewardship in the Parks is a celebration of Chicago’s community-based art practices co-facilitated by the Chicago Park District and the Terra Foundation for American Art. A proud member of Art Design Chicago, this initiative aims to uplift Chicago artists with deep commitments to social justice, cultural preservation, community solidarity, and structural transformation. Throughout the summer of 2018, The Art of Flocking engaged 2,500 youth and families through 215 public programs and community exhibitions exploring the histories and legacies of Mexican-American public artist Hector Duarte and Sapphire and Crystals, Chicago's first and longest-standing Black women's artist collective.The Art of Flocking featured two beloved Chicago Park District programs: ArtSeed, designed to engage children ages 3 and up as well as their families and caretakers in 18 parks and playgrounds; and Young Cultural Stewards a multimedia youth fellowship centering young people ages 12–14 with regional hubs across the North, West, and South sides of Chicago. ArtSeed: Mobile Creative Play ArtSeed engages over 2,000 youth (ages 3-12) across 18 parks through storytelling, music, movement, and nature play rooted in neighborhood stories. Children explore the histories and legacies of Chicago's community-based artists and imagine creative solutions to challenges in their own neighborhoods. Teaching artists engage practice of social emotional learning, foundations in social justice, and trauma-informed pedagogy to cultivate children and families invested in fostering the cultural practices and creative capital of their parks and communities.
    [Show full text]
  • Socially Just Artmaking: a Practitioner's Inquiry of Passionate
    Socially Just Artmaking: A Practitioner’s Inquiry of Passionate Teaching for Compassionate Action __________________________________________ A Dissertation Presented to the Faculty of the Education Doctorate in Transformational Teaching Learning Program of Kutztown University of Pennsylvania ____________________________________________ In Partial Fulfillment of the Requirements for the Degree Education Doctorate ______________________________________________ by Jaime Linn Brown May 2020 SOCIALLY JUST ARTMAKING © 2020 Jaime Linn Brown ALL RIGHTS RESERVED This work is licensed under the Creative Commons Attribution-Noncommercial-No Derivative works 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/4.0/. ii SOCIALLY JUST ARTMAKING This Dissertation for the Education Doctorate in Transformational Teaching and Learning Degree By Jaime Linn Brown as been approved on behalf of the College of Education Dissertation Committee: Dr. Helen S. Hamlet, Committee Chair Dr. Amber Jean-Marie Pabon, Committee Member Brian Lehman, Committee Member April 13, 2020 iii SOCIALLY JUST ARTMAKING Abstract The arts serve as a vehicle to activate imagination of students in developing a broader understanding of injustice, its consequences, and the range of alternative possibilities (Bell & Desai, 2011). As more young artists engage in this dialogue, we must investigate how young people themselves make sense of and experience the transformative power of the arts (Dewhurst, 2014). Activist art can communicate ideas about individual and community experiences to a wider audience; it can make public that which has been ignored, silenced, or kept from public conscience (Dewhurst, 2014). Visual expression allows one to increase their understandings beyond the limitations of words and artmaking provides an often-overlooked means of knowing and infrequently used research avenue for exploring a phenomenon (Lee, 2013).
    [Show full text]
  • Art & Education for Social Justice Symposium 2020
    ART & EDUCATION FOR SOCIAL JUSTICE SYMPOSIUM 2020 Friday, 21 Feb 2020 Time Place Presentations 4:30-7:00pm Ciné Opening Session: Community Presentations and Conversation Deborah Gonzalez: Politician/Attorney/Community activist Broderick Flanigan: Artist and Community Activist Celest Ngeve: SheSpeaks/ Director of Rutland Academy Ruth Harman. Kevin Burke and Jason Mizell: UGA Language and Literacy Education Parkview Arts-based and Experiential Literacy After-school Programs Lemuel LaRoche (Life): Chess and Community, Inc Athens Queer Collective Saturday, 22 Feb 2020 Time Room Presentations 8:00-8:30 am TBA Coffee, Muffins, and Bagels 8:30-9:30 am Mapping Social Practice: Perspectives in a Global Context Education BJ Bryson Room Justice Art from Streets and Galleries: Exploring International Perspectives of @Georgia Migration Museum of Ephrat Huss Art (GMoA) Using Embodied Socially Embedded Aesthetics as a Theoretical Base for Social Justice Arts Chair: Kihyun Nam Amber (Im)possibility of Emancipatory Education: Crossing Boundaries of Dissensus and Pitt Consensus in Socially Engaged Art with Refugee Youth K-12 Projects: Contributions from the Field N 315 Amanda Price Shaping the Self: Incorporating Social Justice in a Sculpture Curriculum Chair: Sahar Aghasafari, Kelli Bivins, and Brendan Nordgren Sage Culturally Sustaining Pedagogy and Art Integration to Support Emergent Kincaid Bilingual Ninth Graders in a Biology Classroom Issues of Race and Art Education N 100 Timothy Smith Reckoning with the Whiteness and Western-centrism of Posthumanism
    [Show full text]
  • Arts-Based Education for Social Justice
    Arts-Based Education for Social Justice Samantha Stevens Educational Studies and Sociology/Anthropology Special Major Advisors Elaine Allard and Christopher Fraga Swarthmore College May, 2015 1 Abstract This thesis explores the arts as a potential framework for achieving social justice through the system of education. The author uses her experience as a student-teacher in a charter school with an arts-based social justice framework as a springboard for discussion, identifying points of tension that arise as educators translate social justice theory into practice in today's schools. Faced with the challenges of oppression and systemic inequality, educators work to transform schools into vehicles for social justice. Some teachers turn to the charter school model in an effort to sculpt environments fit to meet the needs of students form marginalized populations. The author explores theoretical differences in conceptualizing what it means to work for social justice, claiming that the arts is particularly well-suited as a framework for social justice work. Keywords: social justice, arts education, critical pedagogy, charter schools 2 Acknowledgements lowe so much: to all the education professors I have had at Swarthmore; to the students I met in Chile fighting for their right to education; to all those who have inspired me to become a radical educator; to my advisors who have put up with me not meeting any deadlines; to my friends and others how have helped me maintain the mental stability to survive this. Thank you 3 Table of Contents Abstract
    [Show full text]
  • Art Student Perspectives of Activist Art: a Phenomenological Study Charity-Mika Woodard
    Masthead Logo Digital Commons @ George Fox University Doctor of Education (EdD) Theses and Dissertations 4-1-2019 Art Student Perspectives of Activist Art: A Phenomenological Study Charity-Mika Woodard This research is a product of the Doctor of Education (EdD) program at George Fox University. Find out more about the program. Art Student Perspectives of Activist Art: A Phenomenological Study by Charity-Mika Woodard FACULTY RESEARCH COMMITTEE Chair: Scot Headley, PhD Member: Terry Huffman, PhD Member: Mark Terry, MFA Presented to the Faculty of the Doctor of Educational Leadership Department George Fox University In fulfillment for the degree of Doctor of Education April 1, 2019 Abstract The purpose of this phenomenological study was to examine the lived experience of seven undergraduate art students who created an original piece of Activist Art through a class assignment. The researcher sought to hear participants’ stories and examine the artwork created to give meaning to their experience. The overwhelming response showed that undergraduate students wanted to tell their stories and looked inward to find personally powerful and relevant causes that they wanted to share with their classmates, and, in creating a lasting piece of artwork, with the world. The implications of this work suggest that art programs set up in an out-of-date Disciple Based Art Education (DBAE) curriculum that focuses on technical skills and not on visual communication with integration in social justice education are doing a disservice to their young artists. In developing a curriculum for undergraduate art majors, programs have effectively provided technique and media instruction in various courses to develop artists’ skills.
    [Show full text]
  • Middle Level Multicultural/Social Justice Art Education Curriculum
    Western Michigan University ScholarWorks at WMU Master's Theses Graduate College 4-2017 Middle Level Multicultural/Social Justice Art Education Curriculum Meghan E. G. Andrews Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the Art Education Commons, Bilingual, Multilingual, and Multicultural Education Commons, and the Curriculum and Instruction Commons Recommended Citation Andrews, Meghan E. G., "Middle Level Multicultural/Social Justice Art Education Curriculum" (2017). Master's Theses. 935. https://scholarworks.wmich.edu/masters_theses/935 This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. MIDDLE LEVEL MULTICULTURAL/SOCIAL JUSTICE ART EDUCATION CURRICULUM by Meghan E. G. Andrews A thesis submitted to the Graduate College in partial fulfillment of the requirements for the degree of Master of Arts Frostic School of Art Western Michigan University April 2017 Thesis Committee: William Charland, Ph.D.,Chair Christina Chin, Ph.D. Patricia Villalobos, M.F.A. MIDDLE LEVEL MULTICULTURAL/SOCIAL JUSTICE ART EDUCATION CURRICULUM Meghan E. G. Andrews, M.A. Western Michigan University, 2017 The way in which children are taught matters a great deal and influences not only their worldview, but also how they view themselves with that world. Through my experiences as an art teacher, I have witnessed a growing need for teaching students in a way that focuses on multicultural and social justices issues in order to help students gain a more well-rounded world view.
    [Show full text]
  • Visual Arts Education & Social Justice Education
    Visual Arts Education & Social Justice Education Books Anderson, T., Gussak, D., Hallmark, K., & Paul, A. (2010) Art Education for Social Justice. National Endowment for the Arts This book includes stories by and about educators wHo Have used art education to acHieve or maintain social justice in scHools, universities and community settings. THe resource provides a clear definition of social justice art education and international examples of wHat it looks like in educational settings. THere are also essays on HigHer education and teacHer preparation. Bell, L. A., & Desai, D. (2014). Social Justice and The Arts. London: Routledge THis book includes a range of arts-based pedagogies for cHallenging oppressive practices in schools, community centers and other public sites. THe cHapters discuss the cHallenges and benefits of social justice arts education and the importance of on-going critical reflection for this work. BeyerbacH, B. & Davis, R. D. (2011). Activist Art and Social Justice Pedagogy: Engaging Students in Global Issues through the Arts. New York: Lang PublisHing The book critiques approacHes to using activist art to teacH a multicultural curriculum. EacH cHapter gives ligHt to an example of How art Has been used for a veHicle of cHange in a scHool or community setting. THe book HigHligHts the transformative power of art, art as a process of developing voice and identity, and art as a means to engage students in citizensHip. DewHurst, M. (2014) Social Justice Art: A Framework for Activist Art Pedagogy. Cambridge: Harvard Education Press THrougH interviews and observations of HigH scHool students in New York, the book examines wHy art is an effective way to engage students in thinking about the role they migHt play in addressing social injustice.
    [Show full text]
  • Art Speaks out Inside This Issue President’S Message
    Art Speaks Out Inside This Issue President’s Message .......................................................................................................... 3 Letter from the Editor ...................................................................................................... 5 2017 NYSATA Conference: Save the Date! .................................................................... 6 2017 Keynote Speakers .................................................................................................... 7 Albany Update From the Desk of Leslie Yolen ................................................................. 8 10X10 Member Exhibit Information ................................................................................ 9 The Book Mark: Book Review ........................................................................................ 11 The Book Mark: Art education and Social Justice Online .............................................. 13 Equality Created Through Feminist Pedagogy................................................................. 15 Teaching Art and Social Justice ...................................................................................... 18 Meet Sharon Ciccone ..................................................................................................... 19 The Making and Teaching of Art as a Social Act ............................................................ 20 Call for Contributors .....................................................................................................
    [Show full text]