An Examination of Poetry for the People: A Decolonizing Holistic Approach to Arts Education

Autor/in	Rangel, Nicole
Titel	An Examination of Poetry for the People: A Decolonizing Holistic Approach to Arts Education
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 52 (2016) 6, S.536-551 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2016.1231680
Schlagwörter	Poetry; Holistic Approach; Creativity; Course Descriptions; Interviews; Art; Activism; Poets; College Faculty; Social Change; Transformative Learning; Teaching Methods; Dialogs (Language); Alienation; Foreign Policy; Educational Change; Epistemology; Higher Education; Classroom Communication; Instructional Effectiveness; Political Attitudes; Self Concept; Trauma; Teacher Attitudes; Young Adults; California (Berkeley) + Suchen Sie Ihr Suchwort? Lyrik; Poesie; Holistischer Ansatz; Kreativität; Kursstrukturplan; Interviewing; Interviewtechnik; Arts; Kunst; Aktivismus; Politischer Protest; Dichter; Fakultät; Sozialer Wandel; Pädagogische Transformation; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Entfremdung; Außenpolitik; Bildungsreform; Erkenntnistheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Klassengespräch; Unterrichtserfolg; Political attitude; Politische Einstellung; Selbstkonzept; Lehrerverhalten; Young adult; Junger Erwachsener
Abstract	This article is concerned with the epidemic of alienation created by colonization and the ideologies that maintain systems of domination. More specifically, it argues that a decolonizing holistic pedagogy can help address the root of our individual and collective alienation to facilitate healing. This position is supported by the findings of an ethnographic study, conducted in 2013-2014, highlighting Poetry for the People (P4P), an arts/activism course started by poet-activist-professor, June Jordan, at UC Berkeley. The article opens with a theoretical framework that centers healing and love as decolonial priorities and pedagogical imperatives, and speaks to the mindbodyspirit labor, restoration, and creativity involved in decolonizing education. Emphasizing the need for decolonizing epistemologies to inform classroom dialogue, this article points to the power inherent in those dialogues for creating connections that mend alienation and for generating apertures for personal and social transformation. However, it is the voices of the P4P participants interviewed that give testimony to the effectiveness of a decolonizing holistic pedagogy to foster rigorous investigation of self and society, authentic community-building across difference, as well as the healing power of writing, sharing, and witnessing others share personal/political poetry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01