Anti-oppression imaginaries: art, process, and pedagogy

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Carrie Elizabeth Hart (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Leila Villaverde

Abstract: This dissertation explores the idea of process as it relates to curricular organizing and pedagogy that is critical of an array of sociopolitical oppressions. To establish a foundation for anti-oppressive educational praxis, I engaged in participatory research with two other educators in which we discussed pedagogical strategies and curricular directions for helping both educators and students connect to critical inquiry through experimental approaches and creative projects. Using conceptual artworks as the inspiration for anti-oppressive pedagogy, I consider how both students and educators can explore curriculum creatively, with a broad range of strategies through which they might generate a greater sense of attentiveness to themselves and their surroundings. Drawing from feminist, queer, critical race, and post-structuralist theories, I explore pedagogical dimensions of contemporary artworks by Adrian Piper, Mierle Laderman Ukeles, Regina José Galindo, Emma Sulkowicz, Tatyana Fazlalizadeh, Ana Mendieta, and the artist collective Gran Fury. The overall work of this project contributes to scholarship on critical pedagogy, and offers educators and students ways to think about exploring anti-oppressive frameworks through creative processes.

Additional Information

Language: English
Date: 2016
Anti-oppression, Art, Creative process, Critical pedagogy, Feminist theory
Critical pedagogy
Art in education $x Social aspects
Arts $x Study and teaching
Social justice $x Study and teaching

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