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'For Us Poetry is Not a Luxury': A C...

Ali, Khalilah.

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'For Us Poetry is Not a Luxury': A Case Study of Six Black Women Artist-Educator-Activists.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	'For Us Poetry is Not a Luxury': A Case Study of Six Black Women Artist-Educator-Activists./
作者:	Ali, Khalilah.
面頁冊數:	253 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
Contained By:	Dissertation Abstracts International74-02A(E).
標題:	Multicultural Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3541548
ISBN:	9781267680198

'For Us Poetry is Not a Luxury': A Case Study of Six Black Women Artist-Educator-Activists.
Ali, Khalilah.

'For Us Poetry is Not a Luxury': A Case Study of Six Black Women Artist-Educator-Activists. - 253 p.

Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.

Thesis (Ph.D.)--Emory University, 2012.

This item must not be sold to any third party vendors.

Scholars have contributed to a growing body of inquiry into the use of performance, visual art, spoken word, and hip-hop to improve student literacy and promote student activism. Additional scholarship evaluates the effectiveness of Saturday and after-school programs that incorporate hip-hop and spoken word into their curricula (Denzin, 2003; Dimitriadis, 2001; Fisher, 2007; Goldfarb, 1998; Stovall, 2006). However, further attention should continue to shift towards the educators who create and work in these programs and who teach in those non-school spaces, what Fisher calls Participatory Literacy Communities (PLCs)--such as black bookstores, coffee-shops and performance venues (Fisher, 2007, 2009). My work complements and extends such scholarship by drawing attention to alternative forms of education and by highlighting the ways in which selected African American women artist-activists' cultural performances function as educative texts in a range of learning settings. This study explored the ways six Black women construct artist, educator, and activist identities and how these multiple identities converge in and through works in a range of educational spaces. Using interviews, observations, and analyses of artifacts, I focused on the following research questions: 1. What is the relationship between the politicized art Black women teachers produce and their beliefs about education? 2. How do artists/activists function as teachers in various spaces--the schoolhouse, after-school program, art group, coffee shop, or performance venue? 3. How do the artists' race and gender influence how they produce art, engage in activism, and educate in these various spaces?

ISBN: 9781267680198Subjects--Topical Terms:

2122919
Multicultural Education.

'For Us Poetry is Not a Luxury': A Case Study of Six Black Women Artist-Educator-Activists.
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245 1 0 $a 'For Us Poetry is Not a Luxury': A Case Study of Six Black Women Artist-Educator-Activists.
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500 $a Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
500 $a Adviser: E. Vanessa Siddle Walker.
502 $a Thesis (Ph.D.)--Emory University, 2012.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Scholars have contributed to a growing body of inquiry into the use of performance, visual art, spoken word, and hip-hop to improve student literacy and promote student activism. Additional scholarship evaluates the effectiveness of Saturday and after-school programs that incorporate hip-hop and spoken word into their curricula (Denzin, 2003; Dimitriadis, 2001; Fisher, 2007; Goldfarb, 1998; Stovall, 2006). However, further attention should continue to shift towards the educators who create and work in these programs and who teach in those non-school spaces, what Fisher calls Participatory Literacy Communities (PLCs)--such as black bookstores, coffee-shops and performance venues (Fisher, 2007, 2009). My work complements and extends such scholarship by drawing attention to alternative forms of education and by highlighting the ways in which selected African American women artist-activists' cultural performances function as educative texts in a range of learning settings. This study explored the ways six Black women construct artist, educator, and activist identities and how these multiple identities converge in and through works in a range of educational spaces. Using interviews, observations, and analyses of artifacts, I focused on the following research questions: 1. What is the relationship between the politicized art Black women teachers produce and their beliefs about education? 2. How do artists/activists function as teachers in various spaces--the schoolhouse, after-school program, art group, coffee shop, or performance venue? 3. How do the artists' race and gender influence how they produce art, engage in activism, and educate in these various spaces?
520 $a Findings indicate that participants believe their works behave as educative texts and are their primary means for promoting social justice agendas. Across cases, artist-activisteducators shared that they function as teachers in various spaces--both traditional and subaltern, yet often find themselves 'betwixt and between' (Bhabha, 1994; Turner, 1987; Winn, 2010) these seemingly antagonistic spaces. The study suggests that educators involved in the discourse surrounding teacher identity development should continue to interrogate how teachers conceive of the ways in which identity shapes their educational philosophies and teaching.
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