The drawings belong to the thinking process of two units that I taught in grades seven to ten for two years as part of the art-making of collaborative murals.After the introduction to the theme of intersectional discrimination and connections to climate change, we had discussions and drawing workshops.I gave a workshop on graffiti letters and how to design street art characters. I also connected the idea of international mindedness by incorporating in class discussions non-Eurocentric examples of artists' comics and murals whose works represent diversity and climate change. A world full of characters emerged in my students’ process journals. Drawings were used as a visual-critical thinking process in their process journals. The drawings shown in this research were produced during the workshops.
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contents
- Research Diagram
- Abstract
- My Students and the School Community
- Introduction
- Narratives of Affection
- Results
- It's All About Discussion…and Drawing Simultaneously
- Conclusion
- References
- Re-Thinking the Art Curriculum as an Ethical Space
- Methodologies
- Relate
- The researcher position
- Hypothesis
- Ethical Considerations
- Life Experiences
- Data Collection
- Research Outcomes
- Critical Pedagogy
- Experimenting
- Reseach Questions - Inquiring
- Challenges
- Pitfalls
- Social and Climate Change Issues
- Humanities
- References
- Multiculturalism
- Artistic Research
- Interventions
- Embodiment
- Openings
- Fieldwork
- Practice
- Conclusion
- letbal
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navigation
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abstract
This article shows how drawing can be used to discuss intersectional discrimination in a multicultural middle school. It reflects on the rhizomatic entanglements of conducting research through arts methodologies and applying design processes to develop an anti-racist art curriculum for middle school. To do this, I used a/r/tography to navigate a research diagram in which drawings from my students are used as valuable data to reflect and analyze the curriculum, my praxis, and multiple roles. I praised the importance of using drawing with seventh, eighth, ninth, and tenth-grade students as a visual thinking process in multicultural school environments to discuss and address all forms of discrimination. Applying principles of a/rt/ography, I documented their process journals while weaving them with the research diagram and theory. I also reflect on the international-mindedness mission statement from the International Baccalaureate in connection to the neo-liberalization and misconception of what global education is and how it is being practiced. I suggest that drawing as a performative research tool can produce non-verbal expressions leading to other ways of knowing relevant information for the artographer and students. This knowledge production is relevant to students’ live experiences regarding the intersections between social and political issues. However, more pedagogical approaches have to be developed to continue reinforcing the connections between social issues and climate change.
- letbal - Visualizing the Betweens: Drawing Intersectional Discrimination Dialogues with Teenagers - 2024
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