Using Arts Activism and Poetry to Catalyze Human Rights Engagement and Reflection

McPherson, Jane; Mazza, Nicholas

doi:10.1080/02615479.2014.885008

Cited by 24 publications

(13 citation statements)

References 13 publications

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“…Following these guidelines allowed us to further narrow down the list of articles to three that contained original excerpts and thick description and that moved beyond anecdotal evidence to empirical qualitative research (Beatty et al, 2008;Desyllas & Sinclair, 2014;McPherson & Mazza, 2014). We then conducted analysis to code and derive the main themes from the articles.…”

Section: Methodology: Qualitative Research Synthesismentioning

confidence: 99%

“…There was an awareness that students might get so absorbed in the micro/personal learning from arts-informed pedagogy that they may not make the connections to the macro/political that was a primary goal of the instructors; and strategies were instituted by the instructors to address this concern. For example, McPherson and Mazza (2014) emphasize that students need to be taught how to reflect critically on social justice and human rights based material, and describe their strategies in this regard. They contend that this type of reflection has to be "modeled," thereby engaging the educator in a more active role.…”

Section: Theme 3: Transforming the Role Of The Educatormentioning

confidence: 99%

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Intersecting Interests: Qualitative Research Synthesis on Art in the Social Work Classroom

et al. 2017

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This paper reports on a qualitative research synthesis that explored the intersections between art and social work. The scholarship notes a rise in interest in integrating creative arts practices in social work classrooms from assignment design to classroom activities. Also highlighted are the potential contributions of these arts-informed practices to teaching about topics related to oppression. The synthesis presented in this paper explored this potential through an interpretivist analysis of articles on the intersection of art and social work. Findings highlight the contribution of this approach to enhancing student engagement and critical reflexivity; creating a sense of collectivity and solidarity in the classroom; as well as transforming the role of the educator. Findings suggest the need for further research to explore the potential contributions of arts-informed approaches in social work education beyond a single classroom. Cet article présente la synthèse d’une recherche qualitative qui a exploré les intersections entre l’art et le travail social. Les recherches effectuées indiquent qu’il existe une augmentation de l’intérêt à intégrer les pratiques des arts créatifs dans les salles de classe de travail social, allant de la conception des devoirs aux activités en salle de classe. Les contributions potentielles de ces pratiques qui intègrent l’art à l’enseignement de sujets liés à l’oppression sont également mises en relief. Les synthèses présentées dans cet article explorent ce potentiel par le biais d’une analyse interprétative d’articles qui se situent à l’intersection de l’art et du travail social. Les résultats mettent en relief la contribution de cette approche à l’amélioration de l’engagement des étudiants et de la réflexion critique; à la création d’un sens de collectivité et de solidarité dans la salle de classe; ainsi qu’à la transformation du rôle de l’éducateur. Les résultats suggèrent qu’il faudrait mener d’autres recherches afin d’explorer les contributions potentielles des approches qui intègrent l’art dans l’enseignement du travail social au-delà de la simple salle de classe.

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Section: Methodology: Qualitative Research Synthesismentioning

confidence: 99%

Section: Theme 3: Transforming the Role Of The Educatormentioning

confidence: 99%

Intersecting Interests: Qualitative Research Synthesis on Art in the Social Work Classroom

et al. 2017

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“…La educación en, sobre y para los Derechos Humanos -en adelante, edhes un proceso educativo sustentado en un concepto amplio de los Derechos Humanos -en adelante, dd.hh.-relacionado con la justicia, la paz y la democracia, cuya meta es educar en la práctica y la defensa de estos derechos (Ribotta 2006;Struthers 2014), propiciando el pensamiento crítico (Altınova, Duyan y Megahead 2016; Barrantes 2014;Bell, Moorhead y Boetto 2015;Flowers 2015;McPherson y Mazza 2014;Siede 2017). Formalmente, la edh constituye un elemento esencial del derecho a la educación, reconociéndose como un Derecho Humano en sí misma, en la medida en que se considera fundamental para asegurar que todas las personas conozcan cómo ejercer y reclamar sus derechos y libertades.…”

Section: Introductionunclassified

Educación en derechos humanos con enfoque pedagógico crítico: estudio de caso

Vega

2020

Trab. Soc.

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Este artículo aborda la incidencia de la educación en Derechos Humanos con alumnado de Trabajo Social, en una universidad española, utilizando un enfoque pedagógico crítico. Se analiza el aprendizaje y comprensión de las materias, así como las percepciones del alumnado. Para la recogida de datos se utilizaron viñetas con casos, una rúbrica validada y dos grupos focales. Los resultados apuntan a que el alumnado fue capaz de reflexionar más críticamente en torno a problemas relacionados con Derechos Humanos, integrando la teoría y la acción. Además, valoraron positivamente el darse cuenta, mediante la formación recibida, de la dimensión ético-política de su futura actividad profesional.

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“…The benefits of using poetry to address sexual trauma will also be discussed, as Singh (2008) has reported that autobiographical poetry offers opportunities for closure and new definitions of self, otherwise obscured through trauma. Not only is this relevant to recovery, but autobiographical poetry can promote awareness and change how survivors are perceived in society (Desyllas, 2013; McPherson & Mazza, 2014), where SV remains a social taboo (Annitto, 2011; Clawson & Goldblatt, 2007; NSVRC, 2018; Polaris Project, 2018). Voices of the celebrities who narrated the poems were accompanied by black and white handwritten captions, scrawled in sparse dripping black paint, varying in pressure, intensity, and transparency during their readings.…”

Section: Introductionmentioning

confidence: 99%

The Use of Autobiographical Poetry to Process Trauma, Promote Awareness, and Shift Views on Sexual Violence: Exploring the “Against Our Will” Campaign

Hand

2020

Violence Against Women

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This article explores a televised campaign featuring poetry by survivors of sex trafficking, a growing domestic and international problem resulting in symptoms of posttraumatic stress. An integrative framework, incorporating feminist autobiography theory with trauma theory, empowerment theory, and a strengths perspective, is used to explore these poems and how poetry can be used to address sexual trauma, endorsing the progress of feminism and feminist methodology. Further support is provided through a systematic scoping review of extant research on the use of poetry to address sexual trauma. Implications are offered for researchers, educators, practitioners, and policymakers in this emerging area of study.

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Using Arts Activism and Poetry to Catalyze Human Rights Engagement and Reflection

Cited by 24 publications

References 13 publications

Intersecting Interests: Qualitative Research Synthesis on Art in the Social Work Classroom

Intersecting Interests: Qualitative Research Synthesis on Art in the Social Work Classroom

Educación en derechos humanos con enfoque pedagógico crítico: estudio de caso

The Use of Autobiographical Poetry to Process Trauma, Promote Awareness, and Shift Views on Sexual Violence: Exploring the “Against Our Will” Campaign

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