The Arts as a Public Pedagogy by, for, and About Bilingual, Bicultural Youth

Session Submission Type: Symposium

Abstract

This session explores the arts as a public pedagogy by, for and about bilingual, bicultural and other minoritized youth. Given recent restrictive language, immigration, and schooling policies, teachers and students have utilized art making to portray the life stories of bilingual and immigrant youth, and to raise questions about how language, identity, culture and power intersect in their lives. The projects include participatory theatre with preservice teachers; a young writers program with migrant youth; a street scholar ARTivist program; participatory art research with high schoolers; and a university art exhibition of bilingual, bicultural work. The panel embraces a/r/tography as a research method that interrelates the roles of artist, teacher, and researcher in their inquiry toward equitable educational practices.

Sub Unit

• SIG-Arts-Based Educational Research

Papers

• Exploring Migrant Youths’ Literacies and Identities Through Young Writers Programs - Elizabeth C. Lewis, Dickinson College

• Participatory Theatre as Critical and Creative Pedagogy in Multicultural Preservice Teacher Education - Masakazu Mitsumura, Arizona State University

• Projecting Silent Voices: Public Art and Critical Pedagogy, Post-English Language Certification in South Central Los Angeles - Luis Genaro Garcia, Claremont Graduate University

• By Any Medium Necessary: Cultivating the Public ARTivist - Gerald T. Reyes, University of California - Berkeley

• Grappling With Social and Aesthetic Dissensus in an Exhibition by, for, and About Emerging Bilingual Youth - Sharon Chappell, California State University - Fullerton

Discussant

• Christian J. Faltis, University of California - Davis