Journal of Social Science JSSE Education Art/Aesthetic Education in Civic Education Erich Mistrík Art Education with Attitude Jere Williams “Transformative looks”: Practicing Citizenship Through Photography Sónia Pereira, Concha Maiztegui-Oñate, Diana Mata-Codesal The Formation of Citizenship Through Community Theatre: A Study in Aguascalientes, Mexico Christiana Moschou, Roberto Anaya Rodriguez Drama and Citizenship – Devised Drama for Education Hannu M. Heikkinen Art Education for Citizenship: Augusto Boal’s Theater of the Oppressed as a Method for Democratic Empowerment José Eduardo Silva, Isabel Menezes Interviewing as a Pedagogical Tool in Arts for Social Justice: A Case Study of an Afterschool Arts Program Marit Dewhurst, Dipti Desai Positure in Plato’s Laws: An Introduction to Figuration on Civic Education Joshua M. Hall Journal of Social Science Education Volume 15, Number 4, Winter 2016 ISSN 1618–5293 Masthead Editors: Reinhold Hedtke, Bielefeld University, Faculty of Sociology Ian Davies, Department of Educational Studies, University of York Andreas Fischer, Leuphana University Lüneburg, Faculty of Economics and Social Sciences Tilman Grammes, University of Hamburg, Faculty of Educational Science Isabel Menezes, University of Porto, Faculty of Psychology and Educational Sciences Birgit Weber, University of Cologne, Faculty of Human Sciences Editor of this Issue: Erich Mistrík, Comenius University, Ethics and Civic Education Department Editorial Assistant: Simon Niklas Hellmich Editorial Office: Journal of Social Science Education Bielefeld University Faculty of Sociology Postbox 100 131 33501 Bielefeld Germany E-Mail: [email protected] http://jsse.ub.uni-bielefeld.de/index.php/jsse/index Editorial Board: Helena Costa Araujo, Porto, Portugal; Mehmet Acikalin, Istanbul, Turkey; Gert Biesta, Luxembourg; Franziska Birke, Freiburg, Germany; Xavier Bonal, Amsterdam, Netherlands; Jennifer Bruen, Dublin, Ireland; Olga Bombardelli, Trento, Italy; Pepka Boyadjieva, Sofia, Bulgarian; Kenan Çayır, Istanbul, Turkey; Aviv Cohen, Jerusalem, Israel; Isolde De Groot, Utrecht, Netherlands; Pedro Daniel Ferreira, Porto, Portugal; Karl-Peter Fritzsche, Magdeburg, Germany; Márta Fülöp, Budapest, Hungary; Thomas Hellmuth, Wien, Austria; Margarita Jeliazkova, Enshede, Netherlands; Ireneusz Karolewski, Wrocław, Poland; Vjeran Katunarić, Zagreb, Croatia; Takahiro Kondo, Tokyo, Japan; Hiroyuki Kuno, Nagoya, Japan; Gitsa Kontogiannopoulou-Polydorides, Athens, Greece; Mary Koutselini, Nicosia, Cyprus; Janez Krek, Ljubljana, Slovenia, Slovenia; Bruno Losito, Rome, Italy; Tristan McCowan, London, Great Britain; Erich Mistrík, Bratislava, Slovakia; Concepción Naval, Pamplona, Spain; May-Brith Ohman Nielsen, Kristiansand, Norway; Fritz Oser, Fribourg, Switzerland; Svitlana Poznyak, Kiev, Ucraine; Jean Simonneaux, Toulouse, France; Trond Solhaug, Trondheim, Norway; Vladimir Srb, Kutná Hora, Czech Republic; Anu Toots, Tallinn, Estonia; Nicole Tutiaux-Guillon, Arras & Villeneuve d'Ascq, France; Ruud Veldhuis, Amsterdam, Netherlands; Arja Hellevi Virta, Turku, Finland; Irena Zaleskiene, Vilnius, Lithuania The Journal of Social Science Education is published quarterly by sowi-online e.V., a non-profit organisation and registered society at the Bielefeld Court of Record (Registergericht), Germany. Members of the JSSE team are the editors, the editorial assistant, the technical staff, and the editorial board. http://www.sowi-online.de Journal of Social Science Education Volume 15, Number 4, Winter 2016 ISSN 1618–5293 Contents Editorial Art/Aesthetic Education in Civic Education 2-6 Erich Mistrík Featured Topic Art Education with Attitude 7-13 Jere Williams “Transformative looks”: Practicing Citizenship Through Photography 14-24 Sónia Pereira, Concha Maiztegui-Oñate, Diana Mata-Codesal The Formation of Citizenship Through Community Theatre: 25-34 A Study in Aguascalientes, Mexico Christiana Moschou, Roberto Anaya Rodriguez Drama and Citizenship – Devised Drama for Education 35-42 Hannu M. Heikkinen Art Education for Citizenship: Augusto Boal’s Theater of the Oppressed as a 43-52 Method for Democratic Empowerment José Eduardo Silva, Isabel Menezes Interviewing as a Pedagogical Tool in Arts for Social Justice: 53-61 A Case Study of an Afterschool Arts Program Marit Dewhurst, Dipti Desai Positure in Plato’s Laws: An Introduction to Figuration on Civic Education 52-70 Joshua M. Hall 1 Journal of Social Science Education Volume 15, Number 4, Winter 2016 DOI 10.4119/UNIBI/jsse-v15-i4-1592 Erich Mistrík Art/Aesthetic Education in Civic Education Keywords Art, civics, education, self-reflection, identity Awareness of one’s own identity belongs to the cha- 1690). We reflect what is happening to us, what is racteristics of an autonomous, self-confident and respon- happening in our brain, and we perceive our activity from sible citizen. If citizens did not reflect their relationships a distance. towards society, it would be more difficult for them to We interconnect experiences with perceptions because act independently and they might not be aware of their we look for connections and we want to understand responsibility. Citizens’ affiliation to a group, therefore, them. It would be very difficult to do so, if each per- probably would be perceived only on the basis of their ception and each deed were independent, separated. We own legal relations to the state or on the basis of un- would need to look for the purpose of each individual conscious, unconsidered ethical norms that the citizens deed and perception. If we do feel some connection in acquired at an early age. between the deeds and perceptions, if we are able to It is identity, the result of independent self-reflection interconnect them in reflection, if we create a story out that reveals people for who they are; what they do and of them, they become a whole that can be assigned a do not value in life; who they do and do not appreciate; meaning. what they would and would not like to do in life. Our experiences and perceptions become one flow In the modern world, to be conscious of his/her which has a characteristic structure and logic. If it is a position within society and/or state, each citizen needs whole or a structure, we stop perceiving ourselves as to construct and develop his/her personal values by separate collections of deeds, perceptions and thoughts, questioning and evaluating orthodoxies. The ability to hence, we start perceiving ourselves as compact units. make choices is based on the ability to judge, to evaluate They are no longer separated perceptions but percep- and to construct a personal structure of values. Each tions of an individual being. citizen needs to confront civic virtues within diverse tra- The ability for self-reflection makes us perceive our- ditions of the surrounding world. selves as ourselves. That is how a human being becomes The confrontation of civic virtues with societal trade- a person with a particular identity. By developing re- tions results in building and developing one’s personal flection and self-reflection we support the formation of identity, as well as civic identity. Both identities are not person’s identity. By forming a person’s identity we su- permanent, built once and for ever, but fluid, just as the pport his/her free and responsible activity in community. positions of citizens within given societies are constantly An affiliation with a whole is crucial for identity. A in flux. In the current multicultural and globalized world, person affiliates with a particular whole, but he/she both personal and civic identities play crucial roles in distinguishes this whole and its members from other understanding the identities of other people. Being wholes and from other individuals. Therefore, any form aware of who I am, where I stand, what I value and how I of identity is a social relationship. It is also a relationship relate to other people is the core for understanding of the individual with himself/herself but it still expresses other people – if I understand myself rather well, I can the relationship of the individual with “his/her” society much more easily understand the motives, psychic world and other societies. as well actions of the others. According to Lestinen et al. (2004, p. 3) a person dis- A human being is able to be conscious of his/her own tinguishes his/her identity by three means: perceptions, feelings or more difficult mental processes and to perceive from a distance. This process, called 1. „Identification from self-reflection and experience of introspection in psychology, was called reflection by J. interaction with surrounding social/cultural group. Locke (An Essay Concerning Human Understanding, 2. Categorisation: created [by] using racial, ethnic, religious, occupational and other existing social categories. Specific constructs based on historical experiences: cultural identity Erich Mistrík is full professor in aesthetics, Chair of arises from the consciousness of a common, shared present Institute of the Humanities within Faculty of and past. Education and guest editor of the JSSE. His research 3. Social comparison allows evaluation of our group by interests include methods of aesthetics and of comparing it with others. We need otherness to realise aesthetic education, theory of civic education and of ourselves as myself”. multicultural education. Comenius University, Faculty of Education, Račianska 59, 813 34 Identity is a complex of images about ourselves. The Bratislava, Slovakia. systems of stories, values, symbols and rituals