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Creative counter-narratives by arts ...

Spillane, Sunny.

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Creative counter-narratives by arts educators in urban schools: A participatory, a/r/tographic inquiry.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Creative counter-narratives by arts educators in urban schools: A participatory, a/r/tographic inquiry./
作者:	Spillane, Sunny.
面頁冊數:	221 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.
Contained By:	Dissertation Abstracts International75-01A(E).
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3596586
ISBN:	9781303434051

Creative counter-narratives by arts educators in urban schools: A participatory, a/r/tographic inquiry.
Spillane, Sunny.

Creative counter-narratives by arts educators in urban schools: A participatory, a/r/tographic inquiry. - 221 p.

Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.

Thesis (Ph.D.)--The Florida State University, 2013.

This study presents the experiences and critical perspectives of a small, racially diverse group of veteran arts educators in urban schools in order to counter deficit-based fears and stereotypes about their students, schools, and communities. Participants' stories were explored, articulated, and communicated by them in researcher-facilitated discussions during five focus group meetings and their own independent creative inquiries through artmaking and reflective writing, which were discussed in the focus group sessions. This study is grounded in a participatory paradigm and informed by critical race theory as a framework for understanding the context and conditions of urban schooling, particularly in low-income communities of color. It employed a participatory, arts-based methodology (based largely on the framework of a/r/tography) to draw on the deep connectedness of committed, veteran arts educators in urban public schools. Participants' experiences and critical perspectives were framed as "counter-narratives" in order to challenge deficit-based characterizations of their students, schools, and surrounding communities.

ISBN: 9781303434051Subjects--Topical Terms:

1018432
Education, Art.

Creative counter-narratives by arts educators in urban schools: A participatory, a/r/tographic inquiry.
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245 1 0 $a Creative counter-narratives by arts educators in urban schools: A participatory, a/r/tographic inquiry.
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500 $a Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.
500 $a Adviser: Anniina Suominen Guyas.
502 $a Thesis (Ph.D.)--The Florida State University, 2013.
520 $a This study presents the experiences and critical perspectives of a small, racially diverse group of veteran arts educators in urban schools in order to counter deficit-based fears and stereotypes about their students, schools, and communities. Participants' stories were explored, articulated, and communicated by them in researcher-facilitated discussions during five focus group meetings and their own independent creative inquiries through artmaking and reflective writing, which were discussed in the focus group sessions. This study is grounded in a participatory paradigm and informed by critical race theory as a framework for understanding the context and conditions of urban schooling, particularly in low-income communities of color. It employed a participatory, arts-based methodology (based largely on the framework of a/r/tography) to draw on the deep connectedness of committed, veteran arts educators in urban public schools. Participants' experiences and critical perspectives were framed as "counter-narratives" in order to challenge deficit-based characterizations of their students, schools, and surrounding communities.
520 $a This study was conducted in a small city of approximately 182,000 residents in the Southeastern United States. Some readers may question the use of the term "urban" to describe such a small city. Based on a review of literature however, the term "urban schools" came closest to describing both the high concentrations of poverty and high proportions of students of color in the schools that are the focus of this study. While the image of the urban concrete jungle may not exactly capture the character of this relatively small city, this study's setting makes the important point that poverty and racial inequity affect a much wider variety of communities than may be immediately connoted by the term "urban.".
520 $a Because participants' stories, as represented by them, were so crucial to this study, it was important to locate participants with strong studio art backgrounds and/or current practices who were familiar and comfortable with artmaking as a mode of inquiry. In order to recruit enough participants in the small city where this study was conducted, the definition of "arts educators" was expanded to include educators who currently or in their professional histories use(d) substantial and meaningful visual arts-based pedagogical approaches in their classrooms.
520 $a Five interrelated research questions guided this study: (1) In what ways do the experiences and critical perspectives of veteran arts educators in urban schools "counter" deficit-based characterizations of their students, schools, and communities? (2) How do participating arts educators communicate their experiences of multiple and intersecting identities in the context of their practices, and reveal them in their creative counter-narratives? (3) In what ways does their engagement in this process of inquiry alter participants' perceptions and understandings of their students, schools, communities, and selves? (4) What roles do the participating educators and I take on in relation to one another in the context of this participatory process of inquiry, and how do we negotiate these relationships? (5) How does artistic practice inform this study as a method of inquiry, and suggest possibilities for communicating participants' counter-stories?
520 $a The most substantial counter-narratives that emerged in this study focused on the relationships between high-stakes school accountability measures, perceptions of school and teacher quality, and re-segregation of neighborhoods and public schools. Participants framed the supposed failure of urban public schools as a systemic problem that reflected pervasive social inequities rather than simply a failure of individual teachers and schools to meet accountability goals. Participants also described the ways high-stakes accountability became a self-fulfilling prophecy that restricted the breadth and richness of educational programming in urban schools. Finally, the participants' experiences and critical perspectives challenged deficit-based characterizations of urban teachers in public discourse about school quality, accountability and teacher effectiveness.
520 $a Artistic practices, particularly creating artwork, collaboratively viewing and discussing artwork, and analyzing artwork in a variety of ways, contributed significantly to this study's participatory methodology. Specifically, the use of artistic practices facilitated the processes of establishing rapport among the researcher and participants, developing a shared language of mutual interest, facilitating difficult conversations, and connecting to community.
590 $a School code: 0071.
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