Activist Art as Affective Education: Theoretical Reconstitution of Knowledge, Purpose, and Pedagogy Within Arts-Based Research

• In Event: 25.086 - Sheraton Roundtable Session One - Grand Centre
  In Roundtable Session: 25.086-3 - Activism, Art Integration, and Multiplicity: Methodological and Strategic Implementation of Arts-Based Educational Research

Abstract

This paper reconceptualizes Arts-Based Research within the field of education and explores how research can intersect with activism, public pedagogy, and anti-oppressive education. I contend that Arts-Based researchers extend the conversation from curriculum studies (“what knowledge is of most worth?”) to further elaborate on what counts as knowledge, purpose, and pedagogy within qualitative research that is affective, emotions-based, and aesthetic. This paper further examines the educative “purpose” of arts-based research that takes findings beyond institutional, cognitive, rational ways of knowing, into communities through affective, emotional, embodied, and aesthetic forms of pedagogy. The central question I explore is, how can aesthetics and embodied forms of “knowing” be reconceptualized within Arts-Based research as a form of public pedagogy for anti-oppressive community education?

Author

• Shalin Lena Raye, Purdue University