Building Social Inclusion through Critical Arts-Based Pedagogies in University Classroom Communities

Autor/inn/en	Chappell, Sharon Verner; Chappell, Drew
Titel	Building Social Inclusion through Critical Arts-Based Pedagogies in University Classroom Communities
Quelle	In: International Journal of Inclusive Education, 20 (2016) 3, S.292-308 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2015.1047658
Schlagwörter	Social Integration; Art Education; Graduate Students; Bilingual Education; Humanities; Critical Thinking; Elementary School Teachers; Teacher Education; Civil Rights; Foreign Policy; World History; Undergraduate Students; Theater Arts; Minority Groups; Problem Solving; Critical Theory; Teaching Methods + Suchen Sie Ihr Suchwort? Soziale Integration; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bilingual teaching; Bilingualer Unterricht; Geisteswissenschaften; Humanwissenschaften; Kritisches Denken; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Bürgerrechte; Grundrechte; Zivilrecht; Außenpolitik; Weltgeschichte; Theaterwissenschaft; Ethnische Minderheit; Problemlösen; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In humanities and education university classrooms, the authors facilitated counter-narrative arts-based inquiry projects in order to build critical thought and social inclusion. The first author examines public performance installations created by graduate students in elementary and bilingual education on needs-based and dignity-based rights of bilingual families at schools. The second author examines visual and performance art pieces on historical colonial practices in world history, created by undergraduate theatre students. We suggest that critical arts-based pedagogies can build classroom communities and social inclusion, particularly through collaborative counter-narrative and problem-posing research and performance practices about minoritisation in history and contemporary society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01