Decolonial Participatory Arts-Based Curriculum as Activism for Social Justice Introduction

• In Event: AERA Roundtable Session Friday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Unveiling Self: Autoethnography, Identity, and the Art of Becoming (Table 2)

Abstract

Curriculum as activism facilitates students' consciousness-raising, enabling them to interact with diverse people outside the classroom and develop critical thinking and problem-solving skills while exploring social issues. As frontline art educators, activists, and researchers, we have observed a lack of perspectives from non-US-Euro contexts within the current scholarship. We aim to fill this gap by implementing decolonial participatory arts-based methods across middle schools, high schools, high education, and communities in Taiwan and the United States. As project leaders, we will articulate how art addresses social issues such as linguistic misogyny discrimination, housing justice, marginalized cross-cultural identity, and residential justice with immigrant communities. We will also discuss the challenges encountered and the emerging knowledge-in-action we learned in the curriculum as activism.

Authors

• Pin-Hsuan Tseng, Pennsylvania State University

• Ling-yu Chou, University of Arizona

• Hung-Chi Chu, Florida State University

• Pei-Jung Tsai, University of British Columbia