Moving from Chasm to Convergence: Benefits and Barriers to Academic Activism for Social Justice and Equity

Rose, Barbara

doi:10.26522/brocked.v27i1.626

Cited by 6 publications

(2 citation statements)

References 3 publications

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“…When we think about those who serve in graduate programs, particularly Doctor of Education degree programs, there perhaps exists an even greater opportunity to motivate and inspire others to become the transformation desperately needed in our schools and in our communities. While careful observation would reveal that there are numerous natural links between academic work and activism that can be exercised, oftentimes, they remain underdeveloped in higher education (Rose, 2017).…”

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Energizing activism: Motivating activism within EdD programs

Becton

Jeffries

2021

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confidence: 99%

Energizing activism: Motivating activism within EdD programs

Becton

Jeffries

2021

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“…Barbara Rose (2017), in "Moving From Chasm to Convergence: Benefits and Barriers to Academic Activism for Social Justice and Equity," queries "the difficult process of defining and balancing the worlds of academia and activism, as if each world is on a different side of a chasm that can't be reached" (p. 68). Rose argues for the importance for standing with institutional change at the structural level.…”

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Introduction: An Analysis of Articles and Key Concepts Featured in the Double Special Issue

Mogadime

Ferber²

2017

Brock Education Journal

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The first article of the Brock Education Journal's special issue is Spy Dénommé-Welch and Jennifer Rowsell's (2017) "Epistemologies of Silence." They provide autoethnographic reflections on how silence manifests through myriad experiences borne of social relations and political realities. The reader learns about how two very separate cultural trajectories, one shaped by Anishinaabe ancestry (Spy) and the second by Irish-British-settler hidden memories (Jennifer), merge temporarily by way of methodologically interrogating epistemologies of silence, although manifested in disparately distinct senses. As Dénommé-Welch explains, my work is a culmination of life experience and artistic practice that builds on multiple art forms and epistemologies, which in part aims to disrupt colonial histories and hegemonic discourses, which are all too often prevalent in the Arts and systems of education. However, not only does this process conceivably present the space(s) to disrupt colonialism, but it also can become a mode used to re-examine the implications of silence and its part in suppressing Indigenous knowledges, histories, and expressions of autonomy. (p. 12) While looking through the lenses of research conducted, Rowsell articulates the process of unearthing the silencing of Black youth in schools. The coauthors speak to the converges and overlaps from their respective research observations that illuminate how "Western culture has placed great emphasis on the notion of speech/voice, in quite literal and figurative ways, either by emphasizing or demarking separation between 'dominant' and 'minoritized' voices. This has directly and indirectly contributed to forms of oppression and the subjugation of Indigenous and racialized voices" (p. 13). The authors seek to expose the knowledge gaps among its citizens, as well as the violent nature of colonialism wherein select Euro-colonial narratives and knowledge systems have prevailed and contributed to the mythology of today's Canada. Building on the notion of fragmentation, and the potentiality for disrupting mythology, together we weave vignettes-snippets and pieces of knowledge-to form a type of narrative of voiced silence, and examine how our combination of vignettes function as a kind of monograph to underscore notions of silence. (p. 14) The coauthors proceed to offer up a set of methodological research processes for studying and probing silence. Their examination of silence in images lends a connection to Afua Cooper's study of the image of the burial record for Diana Bastian.

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Artivism and social conscience: Transforming teacher training from a sensibility standpoint

Lema¹

2018

Comunicar: Media Education Research Journal

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This article incorporates research involving artivist and pedagogical curatorships (200717) that were developed by contemporary artists, university professors, students from the Faculty of Education, practising teachers and students from nursery, elementary and secondary school. It intends to showcase a series of artistic research projects financed by public institutions, facing the challenge of transforming teacher training. These contemporary artivismbased projects have been able to break academic barriers and obsolete routines in teacher training. One of the results of this experimentation has been materialised in exhibitions at renowned museums and contemporary art centres. They have managed to expand teaching models beyond the classroom space, as the emergence of the collective and the educational interest in the commons. A/r/tography was used as a research methodology that unveils the three interconnected identities of the 'artist, researcher and teacher' as the person who, in his or her teaching practice, is capable of developing a creative practice with students through experimental processes in artistic research. A/r/tography generates a learning space where educational meanings can be broken. It is in this intermediate zone of intellectual incitement that curators propose artivist projects capable of generating tactics of proximity between two apparently separate fields: art and education. Este artículo consiste en una investigación sobre comisariados de carácter artivista y pedagógico (200717) que ha sido desarrollada por artistas contemporáneos, profesores universitarios y estudiantes de la facultad de educación, docentes en activo y alumnado de infantil, primaria y secundaria. Pretende visibilizar una serie de proyectos de investigación artística financiados por instituciones públicas, con el reto de modificar la formación del profesorado. Uno de los resultados de esta experimentación se ha plasmado en exposiciones en museos y centros de arte contemporáneo de reconocido prestigio. Estos proyectos, basados en el artivismo contemporáneo, han conseguido romper las barreras académicas y las rutinas obsoletas en la formación del profesorado. Han conseguido expandir los modelos docentes más allá del espacio del aula, como emergencia de lo colectivo y del interés educativo en lo procomún. Se empleó la artografía como una metodología de investigación que desvela las tres identidades interconectadas del «artista, investigador y profesor», como aquella persona que, en su acción docente, es capaz de desarrollar una práctica creadora con su alumnado a través de procesos experimentales en la investigación artística. La artografía genera un espacio de aprendizaje para el quiebre de significados educativos. Es en esta zona intermedia de provocación intelectual, en donde los comisarios plantean proyectos artivistas capaces de generar tácticas de proximidad entre dos campos aparentemente separados, el del arte y la educación.

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Moving from Chasm to Convergence: Benefits and Barriers to Academic Activism for Social Justice and Equity

Abstract: Abstract

Cited by 6 publications

References 3 publications

Energizing activism: Motivating activism within EdD programs

Energizing activism: Motivating activism within EdD programs

Introduction: An Analysis of Articles and Key Concepts Featured in the Double Special Issue

Artivism and social conscience: Transforming teacher training from a sensibility standpoint

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