Building social inclusion through critical arts-based pedagogies in university classroom communities

Chappell, Sharon Verner; Chappell, Drew

doi:10.1080/13603116.2015.1047658

Cited by 12 publications

(10 citation statements)

References 11 publications

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“…All 13 of the students showed varying degrees of shifting perspectives with regard to cultural hybridity (Bhabha 1994) particularly across two areas: realizing that what they saw was different from what they had assumed, and realizing that culture is nuanced and individualized. As other scholars have similarly found (Black and Bernardes 2012;Chappell and Chappell 2016), the arts-based inquiry impelled students to play an active role in their own critical thinking about culture rather than just absorbing a static textbook passage. Chappell and Chappell (2016) added that arts-based pedagogies successfully promoted active criticality by asking "students to take part in perspective-taking" (301) rather than learning passively.…”

Section: Cultural Hybriditymentioning

confidence: 85%

Shaping a Critical Study Abroad Engagement through Experiential Arts-Based Inquiry

Moreno

2021

T&LI

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Study abroad (SA) is often equated to cultural learning, which is problematic when culture is presented as a fixed concept free of context. To challenge cultural labeling and develop students' critical consciousness, this study implemented an arts-based inquiry intervention within a United States (US) SA program in Italy. Using a Deweyan experiential frame it incorporated arts-based pedagogy, which refers to the artistic tools and strategies used to support and stimulate students' reflective learning. This qualitative case study describes the process of 13 undergraduate US students' participation in a multi-phase inquiry project as a scaffold for educators and illuminates the complexity of learning through participants' art and reflections. Findings suggest the inclusion of arts-based inquiry can support the development of critical consciousness of "cultural hybridity" and can decenter students' assumptions and perspectives to feature the voices of those around them. Additionally, the article highlights that the learning process is both complex and continual. It indicates that scholar practitioners must be aware of the potential for essentialization through representation, and therefore the need to continue to address cultural stereotypes while also guiding students to examine their own understandings of self and culture. The paper concludes with recommendations for continued improvement and implications for both the international field of SA and for educators in general who seek to expand critical thinking and meaning-making in the classroom.

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Section: Cultural Hybriditymentioning

confidence: 85%

Shaping a Critical Study Abroad Engagement through Experiential Arts-Based Inquiry

Moreno

2021

T&LI

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“…Such activities may also engage and affect teacher candidates on a deeper, emotional level (Eisner, 2008), leading to internalization of meaning making in ways that other modes might not. In addition, engaging in such activities can promote social inclusion and social cohesion (Chappell & Chappell, 2016), and might help teacher candidates experiment with and enact transformative LTIs. When focused on identity-related themes, such work may also further sensitize teacher candidates to the identities that their own students may bring with them into the classroom, of both privilege and marginalization.…”

Section: Artistic Expression Activitiesmentioning

confidence: 99%

“…For example, they might review relevant literature on a particular social category and then analyze how that social category is represented in popular textbooks in order to better understand bias in terms of privilege and marginalization. Then, the groups can be invited to create collective art works or performances-such as a sculpture, an interactive drama, a graffiti wall, or a poetry slam-to convey their findings, focusing on creating an emotional experience for the audience (see Chappell & Chappell, 2016, for a variety of examples). Chappell and Chappell (2016) assert that such artistic works can act as counter-narratives to the dominant, monocultural, monolingual, monomodal narratives that have taught us who has power, whose voices are important, and which languages we should value in the world.…”

Section: Artistic Expression Activitiesmentioning

confidence: 99%

“…Then, the groups can be invited to create collective art works or performances-such as a sculpture, an interactive drama, a graffiti wall, or a poetry slam-to convey their findings, focusing on creating an emotional experience for the audience (see Chappell & Chappell, 2016, for a variety of examples). Chappell and Chappell (2016) assert that such artistic works can act as counter-narratives to the dominant, monocultural, monolingual, monomodal narratives that have taught us who has power, whose voices are important, and which languages we should value in the world. Work can be displayed in a gallery walk (possibly open to others outside the classroom) or shared through stage-based performances.…”

Section: Artistic Expression Activitiesmentioning

confidence: 99%

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Conceptualizing Language Teacher Education Centered on Language Teacher Identity Development: A Competencies‐Based Approach and Practical Applications

Fairley

2020

TESOL Quarterly

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Language teacher identity (LTI) has become an increasingly central focus in language teaching recently, perhaps because identity is now defined as multiple, complex, shifting, socially constructed, and a site of struggle (Norton, 2013; Song, 2016)—and thus a construct that can and should be intentionally influenced (Varghese, Motha, Park, Reeves, & Trent, 2016). With greater understanding that social justice and a critical orientation to education are not only important but also the duty of educators to enact (Kubota & Miller, 2017), some advocate the placement of LTI development at the center of language teacher education (LTE; De Costa & Norton, 2017a; Varghese et al., 2016). However, the conceptualization of such intentional models of LTE needs development (Varghese et al., 2016). This article begins to conceptualize such an LTE program. The author theorizes LTI and the need for adopting an LTI that is transformative, agentive, and advocacy (TAA)‐oriented, and proposes a competencies‐based approach as a foundation for developing an LTE program centered on the development of a TAA‐oriented LTI, suggesting key competencies to include in such an approach. She presents practical affordances and activities that could be helpful in developing these competencies. The article ends with questions aimed at furthering this emerging scholarly conversation in the field.

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“…For example, Clennon (2013) explored the transformative effect of participating in community music sessions on young offenders' attitudes towards criminal behaviour. Furthermore, Chappell and Chappell (2016) examined public performance installations created by students based on the needs of bilingual families in schools, suggesting that critical arts-based pedagogies can build on collaborative processes that respect minority groups in contemporary society. Community-based arts research, therefore, can transcend the boundaries of those who can engage in this type of research, building safe and inclusive spaces wherein, for instance, people with learning disabilities are not limited because of their disabilities (Levy et al, 2017).…”

Section: Community-based Arts Researchwhat Does It Achieve?mentioning

confidence: 99%

Community-based arts research for people with learning disabilities: challenging misconceptions about learning disabilities

Richards

Lawthom

Runswick‐Cole

2018

Disability & Society

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This article presents some of the community-based artwork of a group of men with learning disabilities, who aimed to challenge some of the misconceptions associated with learning disabilities. People with learning disabilities regularly face many forms of direct and indirect stigma. The consequences of such negative perceptions may affect individuals' social relationships and ensure that barriers are strengthened that prevent their full inclusion. The men in this project used a series of visual and creative methods to challenge some of these misconceptions by telling stories through art, demonstrating skill through photography, using poetry to talk about sexual identity, and improvising drama and filmmaking to challenge stigma, and through sculpture expressed their voices. Thus, by doing so, they were able to challenge some of the stigma associated with learning disabilities, indicating that communitybased arts research is a valuable way in which to promote the voices of people with learning disabilities.

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Building social inclusion through critical arts-based pedagogies in university classroom communities

Cited by 12 publications

References 11 publications

Shaping a Critical Study Abroad Engagement through Experiential Arts-Based Inquiry

Shaping a Critical Study Abroad Engagement through Experiential Arts-Based Inquiry

Conceptualizing Language Teacher Education Centered on Language Teacher Identity Development: A Competencies‐Based Approach and Practical Applications

Community-based arts research for people with learning disabilities: challenging misconceptions about learning disabilities

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