Abstract
A process of exploring the social justice art education practice issues in urban education informs about the social dimensions, self-awareness, and the public space. Social dimensions are about social interactions, social practices, and social interfaces, and give a chance to students to share their influences through their artworks in their classrooms. Self-awareness gives a chance to share personal choices and preferences through the creativity of art in the classrooms. Public space engages students so they can think about the structures, dimensions, materials, and periods of time and engage with the issues of social justice in art education. The process of making artworks expands knowledge and allows students to use their learnings in the process of making the artworks by themselves. Art educators do not want to give preferences to students by gender, race, color, and ethnicity in education. Social change also has an association with social justice art education, which supports self-confidence, self-expression, and self-awareness in education. Civic literacy supports the self-awareness, self-confidence, and self-expression of students in education by allowing students to find their own space through social justice art education. Social justice art education in urban education also informs about the issues, concerns, and outcomes. Ethnic students are important in urban education. Social justice art education in urban art education also talks about social involvement, social learning, and social equality. The interpersonal, intrapersonal, and cognitive strategies also impact their lives.
Presenters
Zartasha ShahStudent, Ph.D., Curriculum and Instruction, University of Houston, Texas, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
The Arts in Social, Political, and Community Life
KEYWORDS
SOCIAL JUSTICE, SOCIAL DIMENSIONS, SOCIAL INTERACTIONS, SOCIAL PRACTICES, SELF-AWARENESS
