Visual images and worldview in a millennial space: education as a catalyst

Autores/as

  • Vesta Daniel Ohio State University — OSU, Ohio
  • Tanisha Jackson Ohio State University — OSU, Ohio

DOI:

https://doi.org/10.22456/2357-9854.89342

Palabras clave:

Transformative Learning Theory. Art Education. Millennials. Digital Technology. Narratives.

Resumen

This paper discusses how millennial and post-millennial learners’ access to technology and social media can greatly impact their interpretations of social phenomena. It is when students are exposed to a disorienting dilemma on social media, for example, that critical reflection, and action are needed. This paper posits that Mezirow’s (1991) theory of transformative learning coupled with examples of art educators’ curricula engaging students with digital media, is instructive of how learners worldwide can go through the process of perspective changing. This change helps to identify and possibly transform a person’s perspective on social events and the larger context of their life.

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Biografía del autor/a

Vesta Daniel, Ohio State University — OSU, Ohio

Vesta Daniel’s research foci are in the areas of community-based art education, issues of diversity and resistance education. Her current research addresses gentrification in a midwest city focusing on the community of Bronzeville.  The premise of the research is that community-based art that is attributed or unattributed to specific creators can function as an element of resistance against community encroachment and a means of interrogating the process and results of embourgeoisement. The intent of this research is to suggest possibilities for educators and community members to include resistance as a welcome educational strategy. Professor Daniel was guest co-editor (with Debra Ambush) for the September 2012 issue of Art Education, the Journal of the National Art Education Association focusing on culturally responsive teaching. Related research also includes Art Education and the Community Act: An Inquiry into the Interior of the Process. In B. Young (Ed.) Art, Culture and Ethnicity, 2ndEd. Reston:National Art Education Association.  As co-director of the Brazil Study Abroad program since 2005 for the Department of Arts Administration, Education and Policy.

Tanisha Jackson, Ohio State University — OSU, Ohio

Dr. Tanisha M. Jackson is a multifaceted scholar with extensive experience teaching, researching and implementing solutions that revolve around social justice, art and Visual culture, the African Diaspora, digital technology, and Critical Race Theory. Her interdisciplinary background has given her the opportunity to serve as a cultural arts administrator and faculty member in various disciplines such as Africana Studies, Women Studies, Communication, and Art Education. Dr. Jackson earned a Doctor of Philosophy in Art Education, a Master of Arts in African American and African Studies, and a Bachelor of Arts in English from The Ohio State University. She also holds an Executive Master of Business Administration from The University of Toledo.

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Publicado

2018-12-30

Cómo citar

DANIEL, Vesta; JACKSON, Tanisha. Visual images and worldview in a millennial space: education as a catalyst. Revista GEARTE, [S. l.], v. 5, n. 3, 2018. DOI: 10.22456/2357-9854.89342. Disponível em: https://seer.ufrgs.br/index.php/gearte/article/view/89342. Acesso em: 9 ago. 2026.

Número

Vol. 5 Núm. 3 (2018): Diálogos entre o Ensino de Artes Visuais no Brasil e em outros contextos

Sección

Diálogos entre o Ensino de Artes Visuais no Brasil e em outros contextos

Licencia

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