Investigating Process-Driven Art for Climate Justice Education: A New Materialist Perspective

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Climate Justice, Youth, and Drama in Education (Table 4)

Abstract

This proposal explores the transformative potential of process-driven art in higher education, focusing on the "Art, Education, and Climate Justice" course taught at a public university in the Pacific Northwest. Grounded in New Materialism and process-driven art concepts, it emphasizes the creative journey, fostering understanding of human-human and human-non-human relationships, environmental issues, and broader social concerns. Notably, it delves into the crucial relationship between climate justice and racial equity, as climate change disproportionately impacts marginalized communities, exacerbating social inequalities. By using artistic inquiry to address these interconnected challenges, the project aims to raise awareness and promote discussions on this critical intersection. This study is heuristic and does not aim to answer questions but to discuss them at the AERA conference.

Authors

• Yisha Zhao, University of Washington

• Charles A. Peck, University of Washington

• Christina Guevara, University of Washington