Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8852
Title: Supporting Students’ Critical Action Within a Cultural Context: A Role for Arts-Based Pedagogy in a Community of Learners
Authors: Raman, Preeti
Carvalho, Renato
Ghasempour, Erfane
Zhou, Kathy
Slotta, James D.
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Raman, P., Carvalho, R., Ghasempour, E., Zhou, K., & Slotta, J. D. (2022). Supporting students’ critical action within a cultural context: A role for arts-based pedagogy in a community of learners. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 647-654). International Society of the Learning Sciences.
Abstract: Transformative learning requires students to actively identify issues, question the narratives that surround them, and develop strategies for change (Freire, 1978). However, for such learning to be truly impactful it must be contextual and culturally relevant to learners. In this paper, we report on the design, implementation and outcomes of a performative learning workshop organized at a secondary school in Bengaluru, India. We highlight the importance of the co-design process and its influence on joint inquiry and increased community engagement. Data from student interactions, discourse and artifacts was analyzed to understand how a culturally relevant artsbased activity can engage students in critical action, collaboration, and embodied learning about local issues. The findings suggest that knowledge and action are both deeply embedded in and influenced by cultural experiences as represented in the students’ collective creations. We discuss the implications of this research in the broader context of the learning sciences.
Description: Long Paper
URI: https://dx.doi.org/10.22318/icls2022.647
https://repository.isls.org//handle/1/8852
Appears in Collections:ISLS Annual Meeting 2022

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