Empowering Young Minds through Communication, Creative Expression, and Human Rights in Refugee Art

Autor/inn/en	Brown, Susannah L.; Bousalis, Rina
Titel	Empowering Young Minds through Communication, Creative Expression, and Human Rights in Refugee Art
Quelle	In: Art Education, 70 (2017) 4, S.48-50 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2017.1317562
Schlagwörter	Refugees; Art; Student Empowerment; Art Expression; Civil Rights; Art Education; Communication (Thought Transfer); Student Needs; Integrated Curriculum; Creativity + Suchen Sie Ihr Suchwort? Flüchtling; Arts; Kunst; Studienberechtigung; Bürgerrechte; Grundrechte; Zivilrecht; Education; Art in Education; Bildung; Erziehung; Communication; thought; Kommunikation; Gedanke; Kreativität
Abstract	The Universal Declaration of Human Rights in 1948 by the United Nations includes Article 19, which protects the "right to freedom of opinion and expression" and the right to "impart information and ideas through any media" (UN General Assembly, 1948, art. 19), which are qualities inherent to artistic creativity as a human right. Recently, during a convening of the United Nations General Assembly for Addressing Large Movements of Refugees and Migrants, a draft of the New York Declaration for Refugees and Migrants (UN General Assembly, 2016) focused on protecting human rights. Among the many declarations, this document emphasizes that an education for all refugee children should be ensured. As many of these children enter American schools for the first time, teachers must face the difficult task of accommodating their refugee students' diverse academic, cultural, and social needs. In addition to overcoming linguistic and cultural barriers, refugee students often come to school with backgrounds of traumatic war experiences, little or no previous schooling, and feelings of isolation from within the school and community. Art lesson activities and community projects have the ability to empower young minds and become a vehicle for communication and creative expression, while reconnecting students with human rights: feelings of self-worth and belonging that all refugees should naturally receive and embrace. In this article, the authors align the concepts of human rights and creative expression with refugee students' needs, in order to provide the impetus for educators to create and teach relevant curriculum. By integrating creative activity into curriculum, teachers and learners better understand what refugee students endured before arriving to the US through artistic communication. This type of teaching also helps newly arrived students move past their emotional and psychological wounds, and offers newcomers the opportunity to create meaning through art. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01