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UBC Theses and Dissertations
Colouring outside the lines : art, social justice and identity in the classroom Hickey, Lisa D.
Abstract
The art education literature makes ample claims as to the transformative power of art, and thus art education is often lauded as being the ideal space for dealing with identity issues, and enacting social justice (Chalmers, 1996; Stuhr, 1994; Heck, 2001; Gasman & Anderson-Thompkins, 2003; Ulbricht, 2003). Despite these claims, the exact meanings of these powerful terms are unclear. Using poststructural feminist and queer theories, this research study examines how artists working in classroom residencies conceptualize and teach about social justice and identity. This study also focuses on the influence of the artists' identities on how and what they teach in the residency. Through a series of one-on-one interviews, this research uncovers that how the artists see themselves is influential for how they, in turn, conceive of and teach about social justice and identity. Consequently, the definitions of 'social justice' and 'identity' are revealed to be unstable and shifting - varying from artist to artist and situation to situation. Furthermore, by dealing with only certain social justice issues and acknowledging only certain identities in the residency, some norms may be disrupted, while other norms and heteronorms are reinforced and perpetuated. Finally, this study opens up a space for practitioners and researchers in the field to consider how art can be both subversive and oppressive. Art making in no way assures an untainted exploration of social justice and identity issues, and thus must be explored for its harmful nature, as well as its liberatory and disruptive potential.
Item Metadata
Title |
Colouring outside the lines : art, social justice and identity in the classroom
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
2006
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Description |
The art education literature makes ample claims as to the transformative
power of art, and thus art education is often lauded as being the ideal space for
dealing with identity issues, and enacting social justice (Chalmers, 1996; Stuhr,
1994; Heck, 2001; Gasman & Anderson-Thompkins, 2003; Ulbricht, 2003).
Despite these claims, the exact meanings of these powerful terms are unclear.
Using poststructural feminist and queer theories, this research study examines
how artists working in classroom residencies conceptualize and teach about
social justice and identity. This study also focuses on the influence of the artists'
identities on how and what they teach in the residency.
Through a series of one-on-one interviews, this research uncovers that
how the artists see themselves is influential for how they, in turn, conceive of
and teach about social justice and identity. Consequently, the definitions of
'social justice' and 'identity' are revealed to be unstable and shifting - varying
from artist to artist and situation to situation. Furthermore, by dealing with only
certain social justice issues and acknowledging only certain identities in the
residency, some norms may be disrupted, while other norms and heteronorms
are reinforced and perpetuated.
Finally, this study opens up a space for practitioners and researchers in
the field to consider how art can be both subversive and oppressive. Art making
in no way assures an untainted exploration of social justice and identity issues, and thus must be explored for its harmful nature, as well as its liberatory and
disruptive potential.
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Genre | |
Type | |
Language |
eng
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Date Available |
2010-01-06
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0092495
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
2006-05
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.