Making Cultura Count inside and out of the Classroom: Public Art & Critical Pedagogy in South Central Los Angeles

Autor/in	Garcia, Luis-Genaro
Titel	Making Cultura Count inside and out of the Classroom: Public Art & Critical Pedagogy in South Central Los Angeles
Quelle	In: Journal of Curriculum and Pedagogy, 9 (2012) 2, S.104-114 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-5170
DOI	10.1080/15505170.2012.743446
Schlagwörter	Service Learning; Painting (Visual Arts); High School Students; School Community Relationship; Spanish Speaking; Bilingual Students; Immigrants; Cultural Influences; Culturally Relevant Education; Urban Areas; Student Participation; Figurative Language; Student Projects; Art Activities; California + Suchen Sie Ihr Suchwort? Service-Learning; Malerei; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Cultural influence; Kultureinfluss; Urban area; Stadtregion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulprojekt; Künstlerische Tätigkeit; Kalifornien
Abstract	In this article, artist, educator, and activist Luis-Genaro Garcia describes the development and impact of the "May Day service learning project" on his advanced painting class in a high school in South Los Angeles. The project emerged from students' interests: their ideas, concerns for their community, socio-political consciousness, and most importantly, their primary language, culture, and history as bilingual students. The project examines the historical and cultural experiences of Spanish-speaking students and demonstrates how culturally relevant and arts-based methods of critically exploring history, language, culture, politics and visual literacy impact the academic outcomes and political awareness of marginalized youth. Furthermore, it brings attention to the importance of developing caring and relevant pedagogies within arts-based critical approaches to teaching students with immigrant backgrounds in Los Angeles. The May Day service-learning project also fulfilled a number of goals, including completing the students' service learning requirement for high school graduation in California, addressing a community issue significant to students' experiences, and establishing a connection between the classroom and students' environment. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01