Imaginative Thinking: Addressing Social Justice Issues through MovieMaker

Autor/in	Boske, Christa A.
Titel	Imaginative Thinking: Addressing Social Justice Issues through MovieMaker
Quelle	In: Multicultural Education & Technology Journal, 3 (2009) 3, S.213-226 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-497X
Schlagwörter	Social Justice; Grounded Theory; Leadership Training; Films; Poetry; Computer Software; Administrator Education; Photography; Art; Cultural Pluralism; Qualitative Research; Psychological Patterns; Teaching Methods; Models; Principals + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Führungslehre; Film; Lyrik; Poesie; Fotografie; Arts; Kunst; Kulturpluralismus; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Principal; Schulleiter
Abstract	Purpose: The purpose of this paper is to examine the experiences of aspiring school leaders who utilized artmaking in this case, photography, poetry, music, collage, and short films through Microsoft MovieMaker as a means for addressing injustices within surrounding school communities. The paper aims to explore how aspiring school leaders understood contemporary curriculum issues within increasingly culturally diverse school communities in the USA. Design/methodology/approach: This two-year qualitative study embedded in grounded theory examined the experiences of aspiring school leaders who utilized artmaking in this case short films through Microsoft MovieMaker to examine contemporary curriculum issues within surrounding school communities. This study is conducted within the naturalistic tradition. Findings: The significance of artmaking encourages participants to visually articulate the lived realities of disenfranchised populations. Participants engage in artmaking experience self-transformation and a calling to encouraging human agency. Originality/value: In the wake of addressing issues of social justice, the highly charged emotions associated with addressing such issues is evident in the range of emotions that surface including, anger, fear, intimidation, deep sorrow, resentment, joy, and others. Very little scholarship exists for aspiring school leaders who confront issues of social justice in relation to the intensity of emotions and their work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10