Ethnic object research in the community to foster interethnic learning
DOI:
https://doi.org/10.22456/2357-9854.88111Keywords:
Object research. Social objects. Relational aesthetics. Empathy. Self-reflective learning.Abstract
In this paper, I describe a diversity and social justice education project, in which my pre-service students conduct an ethnic object research in Tucson, Arizona. The conceptual framework for engaging students with the object research draws from three interrelated theoretical backgrounds: the contact zone (PRATT, 1991), social objects (ENGESTRÖM, 2005), and Relational Aesthetics (BOURRIAUD, 2002). Through this project, students were engaged in dialogues and interaction with individuals and groups of people from different ethnic and cultural backgrounds in the community, which helped them break out of their own social comfort zones. The learning outcome of this project includes: overcoming interethnic social anxiety, challenging misconceptions and stereotypes, self-reflective learning, and developing empathy.
Downloads
References
APPIAH, A. K. Cosmopolitanism: Ethics in a world of strangers. New York: W.W. Norton & Co., 2006.
BAKARI, B. Preservice teachers' attitudes toward teaching African American students: Contemporary research. Urban Education, v. 38, p. 640-654, 2003.
BANKS, A. J. Teaching strategies for ethnic studies. Boston: Allyn and Bacon, 2009.
BESWICK, R. Racism in America's schools. (ERIC Digest n. 49). Eugene, OR: ERIC Clearinghouse on Educational Management. (ERIC Document Reproduction Service No. ED320196), 1990.
BOLIN, P.; BLANDY, D. Beyond visual culture: Seven statements of support for material culture studies in art education. Studies in Art Education, v. 44, n.3, p. 246-263, 2003.
BOURRIAUD, N. Relational aesthetics (trans. Simon Pleasance and Fronza Woods). Paris: Les Presses du Reel, 2002.
CHALMERS, F. G. Celebrating pluralism: Art, education and cultural diversity. Los Angeles: J. Paul Getty Trust Publications, 1996.
DESAI, D. Reflections on social justice art teacher education. In: ANDERSON, T.; D. GUSSAK, D.; HALLMARK, K. & PAUL, A. (Eds.), Art Education for Social Justice. Reston, VA: National Art Education Association, 2010. p. 172-178.
GURIN, P.; DEY, E. L.; HURTADO, S.; GURIN, G. Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, v. 72, n. 3, p. 330-366, 2002.
HARRIS, M. History and significance of the emic/etic distinction. Annual Review of Anthropology, v. 5, p. 329-350,1976.
MCALLISTER, G.; IRVINE, J. J. Cross-cultural competency and multicultural teacher education. Review of Educational Research, v.70, n.1, p. 3-24, 2000.
PANG, V.; SABLAN, V. Teacher efficacy: How do teachers feel about their abilities to teach African American students? In M. Dilworth (Ed.), Being responsive to cultural differences: How teachers learn Thousand Oaks, CA: Corwin Press, 1998. p. 39-60.
PHILLIPS, L. C. Nurturing empathy. Art Education, v.56, n.4, p. 45-50, 2003.
PIKE, K. L. Language in relation to a unified theory of the structure of human behavior. The Hague: Mouton, 1967.
PRATT, M. L. Arts of the contact zone. Profession, v.91, p. 33–40, 1991.
RODENBORG, N.; HUYNH, N. On overcoming segregation: Social work and intergroup dialogue. Social Work with Groups, v.29, n.1, p. 27-44, 2006.
STOUT, C. J. The art of empathy: Teaching students to care. Art Education, v.52, n.2, p. 21-24, 33-34, 1999.
TATUM, B. D. Defining racism: ‘Can we talk?’ In: M. Adams, W. J. Blumenfeld, C. Castañeda, H. W. Hackman, M. L. Peters, & X. Zúñiga (Eds.), Readings for diversity and social justice: An anthology on racism, antisemitism, sexism, heterosexism, ableism, and classism. New York: Routledge, 2000. p. 79-82.
THOMPSON, L. Teaching about ethnic minority families using a pedagogy of care. Family Relations, v. 44, n. 2, p. 129-135, 1995.
VAN AUSDALE, D.; FEAGIN, J. The first R: How children learn race and racism. Lanham, MD: Rowman & Littlefield, 2001.
WEJSA S. & LESSER, J. Migration in Brazil: The Making of a Multicultural Society. Migration Policy Institute, 2018. Retrieved from https://www.migrationpolicy.org/article/migration-brazil-making-multicultural-society. Access: 29 March 2018.
WITCOMB, A. Using souvenirs to rethink how we tell histories of migration: some thoughts. In S. H. Dudley, A. J. Barnes, J. Binnie, J. Petrov, and J. Walklate (Eds.), Narrating objects, collecting stories. Abingdon, England: Routledge, 2012. p. 36-50.
Downloads
Published
How to Cite
Issue
Section
License
Readers are free to download, print and use the articles published in the Journal, as long as there is always explicit mention of the author (s) and GEARTE Journal and that there is no change in the original work. Any other use of the texts must be approved by the author (s) and the Journal. Upon submitting an article to GEARTE Journal and having it approved, the authors agree to assign, without remuneration, the following rights to the Journal: authors are allowed to publish and distribute their work online in institutional/disciplinary repositories or on their personal page.
This journal uses a Licença de Atribuição Creative Commons 4.0 Internacional.
