Courageous Conversations: Un-Silencing as Transformative Resistance through Arts-Based YPAR

Autor/inn/en	Call-Cummings, Megan; Hauber-Ozer, Melissa; Rybicki-Newman, Maria; Chan, Elisabeth; Beardsley, LeAnne; Sultana, Katelyn; Scicli, Emily
Titel	Courageous Conversations: Un-Silencing as Transformative Resistance through Arts-Based YPAR
Quelle	In: High School Journal, 105 (2023) 3, S.199-216 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
Schlagwörter	Resistance (Psychology); Participatory Research; Action Research; High School Students; Minority Group Students; Student Experience; Social Justice; Creative Writing; Social Change + Suchen Sie Ihr Suchwort? Resistenz; Forschungstätigkeit; Projektforschung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienerfahrung; Soziale Gerechtigkeit; Kreatives Schreiben; Sozialer Wandel
Abstract	We examine findings from an ongoing, arts-based youth participatory action research (YPAR) project that aims to make space for diverse high school students to express their experiences within structures of injustice, as played out through schooling practices. Over the past two years, our collective has gathered and collaboratively analyzed artifacts created at annual, day-long critical arts inquiry retreats and at biweekly research meetings. We examine themes that emerged from youth participants' creative writing artifacts, which document experiences and harmful effects of silencing practices in schools. Using excerpts of students' writing, this article offers insights into students' experiences with these practices as well as their calls for resistance through 'un-silencing' practices. We demonstrate how arts-based YPAR pedagogy can contribute to 'un-silencing' by creating space for courageous conversations and acts of resistance toward structures of injustice that both concern and constrict today's students. Ultimately, our goal is to theorize how a critical arts approach informed by culturally relevant pedagogy and a praxis of care can facilitate critical reflection and dialogue, shift the trajectory of students' experiences, and effect meaningful institutional and social change. (As Provided).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: https://ed.unc.edu/high-school-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01