Teaching "Art as Social Justice:" Developing Prefigurative Pedagogies in the (Liberal) Art Studio
Teaching "Art as Social Justice:" Developing Prefigurative Pedagogies in the (Liberal) Art Studio
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教授“艺术作为社会正义：”在（自由主义）艺术工作室中发展预示教学法
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
William J. Doan
中科院分区：
文献类型：
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作者：
C. Thompson;S. Ruthmann;William J. Doan
在一个全球资本不断扩大的时代，我们作为教育工作者的角色仍然是我们必须面对南北之间日益扩大的差异，包括北方内部的南方。通过教授一门名为“作为社会正义的艺术”课程的经历，我开始将我的课堂劳动置于一个预示着一个更加公正和公平的世界的解放框架中，以及一个挑战不平等的课堂中。本文以“艺术作为社会正义”为研究对象，运用具体的教学策略，对课堂内外的霸权社会关系进行了深入的研究。正如这篇文章所探讨的，视觉艺术提供了不同的方式来处理政治学、历史学、社会学甚至文学都无法触及的问题。
In an era of expanding global capital, our role as educators remains one in which we must confront the ever growing discrepancy between the North and South, including the South within the North. Through my experiences teaching a course called “Art as Social Justice,” I begin to situate my classroom labor within an emancipatory framework that prefigures a more just and equitable world, as well as a classroom that challenges inequality. Employing thick description, this essay investigates “Art as Social Justice” as a case study that employs specific pedagogical tactics to challenge hegemonic social relations, not only in the classroom, but outside it as well. As the essay explores, visual art enables different ways of dealing with issues inaccessible to political science, history, sociology, or even literature.