We are not neutral: A case-study exploring criticality through education and art
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School of Arts, Design and Architecture |
Master's thesis
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Date
2020
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Mcode
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Language
en
Pages
81
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Abstract
This thesis inquiry utilizes arts-based research as an umbrella approach to examine a case-study conducted at the International School of Helsinki. The case-study explores the integration of art within a seven-week interdisciplinary unit titled,”When Do We Resist?”, aimed to contemplate how to identify hegemony and explore when and how to resist unfair power structures. I participated within this study as a visiting artist. The 10th grade students that comprised this study explored themes of resistance and hegemony through art. The intention of the learning unit was to create scaffolding for students to be able to talk about and work through notions of injustice and systemic powers. By observing and participating through an art context in the lessons I was able to draw connections to theory related to supporting students in the process of unlearning socialization, and becoming aware and critical of the creation of culture. The intention of my investigation was to explore ways to encourage students to be reflective and critical of the history that has led to the power structures and injustices present in today’s society. The theoretical foundations of this work include critical pedagogy and critical race theory used in combination with visual culture as tools to inform my teaching experiences. These theories provide support in utilizing an artistic process as a platform to communicate issues and create conversation and learning. Data was created and collected using elements adopted from critical reflexive ethnography, performative ethnography, and critical visual ethnography. Materials were created through methods such as teacher interviews, my personal and collaborative lesson planning and execution, and in-class observations and interactions with students and teachers. This study concludes with my interpretations of the experiences and findings created during the case-study, and highlight the themes found within the teacher interviews conducted. These themes describe the teacher’s hopes, goals and aims within their teaching practices and as related to broader learning goals for the students. Through this work I was exploring, as an artist interested in education, the possibilities and intersections of incorporating critical consciousness with art and education. As the focus is on developing the researcher’s understanding of the potential of advancing social justice and equality through art and education, no specific research questions were identified. Rather it was found essential that developing understanding, guided by theory, emerged from the educational and artistic interactions and engagements.Description
Supervisor
Brinck, JaanaThesis advisor
Suominen, AnniinaKeywords
critical art education, hegemony, social justice, racial justice, art education, critical consciousness, arts-based research, critical pedagogy