Art and Culturally Relevant Pedagogy Versus Warring Words in a Race to the Frontline

• In Event: In a Time of Permanent War: A Symposium to Generate a Culture of Peace

Abstract

Art & Culturally Relevant Pedagogy vs. Warring Words in a Race to the Frontline
Objectives or purposes
This cross-disciplinary inquiry demonstrates the historical relationship between war and schools, exploring a path toward praxis, teaching peace through arts-based and culturally relevant practices. This study is rooted in an ethical base from which teacher educators present, model and discuss pedagogy that will affect change in our students. The primary purpose is to broaden the notion of curriculum to engage pre-service teachers/students in a dialogue about the world. Arts and culturally relevant pedagogy (Kincheloe, 2003; Ladson-Billings, 1994; Noddings, 1992), encourage what Rose & Kincheloe (2003, p. 89) call a “complex aesthetics” by integrating art, experience, and education.. This inquiry reflects on curriculum as currere Pinar, 1987/88, 1995, 1998), a life-force, shaped by social conditions, cultural interactions, and global awareness. This study focuses on artful contemplative practices such as Peace Meditation journaling to engage pre-service teachers/students in the method of currere (Pinar, 1994, p. 220), using lived experience as the centerpoint for self- reflection regarding peace issues.
Methods, techniques, or modes of inquiry
Arts-based narrative inquiry (Cole & Knowles, 2000; Diamond & Mullen, 1999) is the mode of inquiry. Three perspectives provide a multivocal quality and image/text dialectic to the research text as Scholartist, (Scholar/Artist), Teacher Educator, and Soldartist-Teacher (Soldier/Artist/Teacher). Illustrations woven within provide a visual point-counterpoint, provoking questions: How does the language of curriculum parallel military language and practice? How does the juxtaposition of language and art provide an opening to see otherwise? Is it right to embed the military within curriculum as an example of a proper civic duty, given its antithesis to peace? Finally, we discuss how war can be processed through mindful curriculum. Curriculum as a living inquiry, (Kincheloe, 2003) is one that is arts and culturally informed, drawing inquiry and meaning-making from student to world. Influenced by Pinar’s method of currere, (1975) curriculum is aware of self and other, situated in a historical/socio-political context.
Data sources or evidence
* illustrations (original sketches) countering narrative through visual metaphor
* critical narratives (from students and teachers) as a socio-historical analysis of the symbiotic relationship between war and schools
Educational or scientific importance of the study
This study illuminates the symbiotic relationship between war and schools and acknowledges that there are ethical ramifications for teaching in turbulent times. To prevent a perpetuatation of the status quo, and reaffirm the power of how teachers impact the lives of their students, this study broadens the notion of the peace curriculum as an organic instrument for and of change in the classroom. There are two unique dimensions of this study: the perspective that art brings to narrative inquiry, and the process of envisioning transformative curriculum. The reflective power of arts-based narrative inquiry clearly identifies culturally relevant and arts infused curriculum as a portal to peace education.

Authors

• Mary F. Wright, University of Wisconsin - River Falls

• Brenda Wright, River Falls

• Matthew McMillan, River Falls