A constellation of (artistic) voices: Assembling historically provocative artwork and (e)merging racial perceptions

Bretton A. Varga, Vonzell Agosto
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引用次数: 1

Abstract

Abstract This paper reports on the use of historically provocative artwork (i.e., artwork that challenges master narratives of history) created by Titus Kaphar and graduate students learning about leading with a socio-political consciousness about racism. The authors provided 17 students a series of prompts, based on Critical Race Theory (CRT) and critical art analysis, to instigate reflection, dialogue, and artistry in response to a painting by Kaphar. The authors organized participant-generated artwork into assemblages and crafted accompanying narratives which illustrated the inter/intra-changes among the components of the process and expressions: (1) compositionality, (2) aesthetics, (3) temporality, (4) historical injustice/oppressiveness, (5) manifestations of power. Thus, participants’ artwork exposed how engaging with historically provocative can heighten socio-political complexities relating to the consciousness of race/ism and white(ness) supremacy.
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(艺术)声音的集合:汇集具有历史挑衅性的艺术作品和(e)融合种族观念
本文报道了由Titus Kaphar和研究生创作的具有历史挑衅性的艺术作品(即挑战历史大师叙事的艺术作品)的使用,这些学生学习如何以种族主义的社会政治意识来领导。作者为17名学生提供了一系列基于批判种族理论(CRT)和批判艺术分析的提示,以激发对Kaphar的一幅画的反思、对话和艺术反应。作者将参与者产生的艺术作品组织成集合,并精心制作了相应的叙事,以说明过程和表达的组成部分之间的相互/内部变化:(1)组合性,(2)美学,(3)时间性,(4)历史的不公正/压迫性,(5)权力的表现。因此,参与者的艺术作品揭示了参与历史挑衅如何加剧与种族/主义和白人至上意识相关的社会政治复杂性。
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来源期刊
Journal of Curriculum and Pedagogy
Journal of Curriculum and Pedagogy Social Sciences-Education
CiteScore
1.60
自引率
0.00%
发文量
29
期刊介绍: The Journal of Curriculum and Pedagogy is dedicated to the study of curriculum theory, educational inquiry, and pedagogical praxis. This leading international journal brings together scholars from a variety of disciplines to explore and critically examine diverse perspective on educational phenomena, from schools and cultural institutions to sites and concerns beyond institutional boundaries. The journal publishes articles that explore historical, philosophical, gendered, queer, racial, ethnic, indigenous, postcolonial, linguistic, autobiographical, aesthetic, theological, and/or international curriculum concerns and issues. The Journal of Curriculum and Pedagogy aims to promote emergent scholarship that critiques and extends curriculum questions and education foundations that have relation to practice by embracing a plurality of critical, decolonizing education sciences that inform local struggles in universities, schools, classroom, and communities. This journal provides a platform for critical scholarship that will counter-narrate Eurocratic, whitened, instrumentalized, mainstream education. Submissions should be no more than 9,000 words (excluding references) and should be submitted in APA 6th edition format.
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