Open AccessTransitive Poetry: Arts-Based Research as a Mode for Student Voice
Author(s) -
Tonya D. Callaghan,
Zachary W. Wierzbicki,
Hannah Chevrette-McIvor
Publication year - 2018
Publication title -
cultural and pedagogical inquiry
Language(s) - English
Resource type - Journals
ISSN - 1916-3460
DOI - 10.18733/cpi29400
Subject(s) - oppression , sociology , poetry , semiotics , curriculum , politics , pedagogy , consciousness , context (archaeology) , the arts , aesthetics , visual arts , psychology , political science , linguistics , art , literature , law , history , neuroscience , archaeology , philosophy
Arts-based research marks a unique nexus of curricula and its social context. Through the application of semiotics and a focus on anti-oppressive pedagogy, this paper articulates the function of art curricula in empowering student voice to approach and begin to dismantle the oppression of minoritized peoples. We have initiated a political, participatory application of Erasure Poetry that emphasizes the relationship of participants to their broader political environment. The presence of students throughout every dimension of the classroom experience makes the facilitation of their voices a key tool for consciousness-raising and the promotion of equitable, pluralistic, and democratic pedagogies. We posit that making political poetry is an important vehicle for personal reflection, critical thinking, self-expression, and demonstrating knowledge through action that is particularly effective for engaging minority learners, such as those who identify as gender and sexually diverse, in conservative times.Keywords: Erasure poetry, semiotics, student voice, gender & sexually diverse learners