No abstract

No abstract

This article describes a participatory acrion research study rhat examined participants' perceptions ot community and of rhe Wesr End neighborhood in Cincinnati, Ohio, where the study took place. It is argued rhat oppressive situations have developed strong collective identities and social capital among residents, which can lead to the development of community art as a catalyst for social change and inform community-based art education. An asset-based community art curriculum was implemented and two murals were developed. Results from the study indicare that participants conceive of community, in general, as a safe, happy place that is clean and green, and the West End as a place with strong social bonds despite suffering from trash, violence, and drugs. Results also indicate that participants increasingly realized their own ability to affect cbange in tbeir community to improve tbe landscape and promote a cleaner, greener place through art. Data reveal that the community art curriculum contributed to social chatige in the neighborhood by highlighting rhe role of neighborhood children and reclaiming a playground thai bad been associated witb drugs and violence.

No abstract

All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, write to the publisher. This anthology crossed many borders in bringing together the research and voices of seven different countries, including five languages. It was no easy feat, and we (Ryan Shin and Karen Hutzel) are thankful to many who were a part of this journey. While we were co-editors of the Journal of Cultural Research in Art Education, the topic of Borderless: Global Narratives in Art Education became the theme of the third and final edition of the journal under our editorship. The idea to connect to countries across the world was Ryan's, and he reached out and engaged the editors of all the journals represented in this book and a few more that did not make it into this book. As this project took hold into a book, our vision was to capture the voices of the journals that also ran issues within this theme into one place in order to best represent and archive a global perspective on art education. In all of this time, we relied on the expertise of our editorial assistant, Elle Pierman, who started as a graduate student at Ohio State and editorial assistant to the journal and finished with us as editorial assistant and contributing editor to the book. Elle's organizational acumen, willingness to learn, incredible editing expertise, graphic design abilities, and general ability to really make it happen through difficulties might be the only reason this book has come to fruition! We can't thank her enough for her commitment to us, to this project, and to the field. Within the timeframe of all of this, she earned the title Elle Pierman, PhD, and we are thrilled to have her as a colleague. As well, we are so thankful to the editors of the contributing journals first for agreeing to produce a journal issue under this theme and second for then agreeing to work with us and their authors to republish journal articles selected as chapters in this book. Their contributions to this task were immense, requiring a lot of back and forth, further editing, coordination of authors, and in some cases, translation into English. Thank you to