Public Art, Sexuality, and Critical Pedagogy

Autor/in	Zebracki, Martin
Titel	Public Art, Sexuality, and Critical Pedagogy
Quelle	In: Journal of Geography in Higher Education, 44 (2020) 2, S.265-284 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zebracki, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2019.1661365
Schlagwörter	Art Products; Exhibits; Sexuality; Gender Issues; Social Bias; Social Justice; Transformative Learning; Experiential Learning; Empowerment; Teaching Methods; Debate; Films; Critical Thinking; Consciousness Raising; Reflection; Human Geography; Higher Education; LGBTQ People + Suchen Sie Ihr Suchwort? Künstlerische Produktion; Sexualität; Geschlechterfrage; Soziale Gerechtigkeit; Pädagogische Transformation; Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Debating; Streitgespräch; Film; Kritisches Denken; Bewusstseinsbildung; Humangeografie; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This paper establishes a novel niche by providing an original critical synthesis of the potentials and challenges of using public art to teach about, and "que(e)ry", sexuality, gender and space. The argument vouches for a critical pedagogy that pursues a visual politics for experiential and potentially transformative learning about processes of social inclusion and exclusion, marginalization, and empowerment. It draws from vignettes of first-hand pedagogical methods "in class" (in the form of collaborative class debates coordinated through creative educative content including an infographic and educational film) and "in the field" (in the form of a guided walking tour abroad). The vignettes illustrate how a critical pedagogy aims to instigate "awakenings" and deconstructions of norms (e.g. heteronormativity) and privileged positionalities (e.g. cisgendered, white (gay) male). The analysis indicates multi-sited levels of "praxes": critical "reflections" and critical actions that may stretch beyond the teaching space into "real-world" contexts. The paper demonstrates the value of putting personal experience central by interlocking research and teaching practices. It thereby shows the value of collaborative knowledge production for situated, nuanced understandings of self/culture. This study advocates further "first-person" investigation into the ensuing challenges of negotiating topic sensitivity and the disclosure of positionalities (of both educator and learner). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01