Nuancing Shared Commitments: Teaching Artists' Relational Work Supporting the Social Analysis of Justice-Oriented Curricular Design

• In Event: Justice Outside the Classroom: Civic Participation, Protests, and Teaching

Abstract

This paper presents a micro-ethnographic analysis of teacher learning in a 10-week arts & social justice curriculum design project with an organization in the Northeastern U.S. that works at the intersections of arts and disability. Using the lens of social analytic artifacts (Vossoughi, 2014), I introduce the artifact nuancing shared commitments the group developed to move through moments of simultaneous agreement and disagreement. This artifact enabled the group to refine the organization’s approach to justice-oriented arts curriculum based on intertwined commitments to each other and to ever-developing individual and collective politics. This social analytic artifact illuminates mechanisms of collective social analysis applicable in and beyond teacher learning.

Author

• Ali R. Blake, School of the Art Institute of Chicago