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- All Subjects: Social Justice
- Status: Published
Description
This project explores the function of art pedagogy as a tool for social justice, especially for youth. As a student pursuing the study of both education and social justice, the experience I've had in my life with art is hugely connected with these themes. In this exploratory project, I examined different creative youth development programs through the perspectives of art educators, exploring how, pedagogically, they contribute to the formation of social justice in the communities and students they serve through the teaching and creation of art. I began with the research question, how do different creative youth development contribute to social justice in the communities and students they serve using art as a pedagogical approach? My goal in asking this question was to develop a picture of the art pedagogies employed in these programs, and their relation to the broader topic of social justice. Then, after reviewing the literature related to this topic, which is outlined in the next section, I identified three components of social justice related to art education: self expression, cultural identity exploration, and critical engagement. All of these concepts emerged time and time again when reviewing literature about art education and youth, and also art and social justice. Focusing on these concepts, I explored the question of how these components of social justice are explored in particular creative youth development programs. My goal in asking these questions is to develop a picture of the art pedagogies employed in these programs, and their relation to the broader topic of social justice. In order to ask these questions, it was important I access the art educators behind art programs whose impact is connected to art and social justice. Through their perspectives, I was able to gain incite about the design, implementation, and outcomes of art pedagogy. I found that these programs, in employing art pedagogies, were powerful tools in helping youth connect to themselves and their communities, aiding in the production of social justice.
ContributorsFarrier, Merry Elise (Author) / Swadener, Elizabeth (Thesis director) / Gonzales, Vanna (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / Division of Teacher Preparation (Contributor)
Created2015-05
Description
Information concerning sexual minorities is conspicuously absent from secondary education curriculums. Student attitudes toward sexual diversity are impacted, and those entering higher educational environments are at a disadvantage when faced with diverse university populations. This study attempted to close the information gap among first year college students and to improve attitudes by teaching about sexual minorities, especially gays and lesbians. In addition to their standard coursework, 41 student participants (31 in the intervention group, and 10 in the control group) who were enrolled in required introductory college courses received six short lessons on sexual diversity. Mixed methods data collection and analysis included a pre and post intervention survey, the Riddle Homophobia Scale (1985), and qualitative electronic discussion boards throughout the intervention. Surveys revealed a significant decrease in negative attitudes but no increase in more affirming attitudes. Qualitative data showed somewhat inconsistent results with quantitative surveys, but allowed deeper analysis of the familial, social, religious and societal influences on student attitudes toward lesbian, gay, bisexual and questioning (LGBQ) people. Discussion includes possible explanations for the findings, suggestions for future research, and suggests refinements of the Riddle Homophobia Scale.
ContributorsSpalding, Mark Donald (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Adelman, Madelaine (Committee member) / Artiles, Alfredo (Committee member) / Arizona State University (Publisher)
Created2016