Ayers talks about how art as an educational tool. Interesting. The incorporation of the different forms of art - poetry, performance, visual- is interesting. It reminds me of all the projects that I did at school: make a volcano, a cricket pitch with all the positions explained (cricket is a sports game), a replica of the Colossus at Rhodes. I can see and I agree with the idea. In fact, I see it being incorporated in my country, not just in the schools, but in higher education as well.
But I can say that I have had a privileged education- being educated, and that too at a convent school, is a high privilege in itself. How are these concepts to be trickled down to all schools? Do schools have the kind of budget to i. train the teachers, ii. provide students with resources? It all boils down to how practical the idea is, when mundane subjects such as money and budget are brought to focus.
Another pet peeve I have is the concept prevalent here that uniforms are bad. Back home, a uniform is in place to encourage students to think that they are all equal, at least while they are in school. I'd like to discuss and understand the reasoning behind the no uniform policy here in the US.
The North reading begins with the premise that Social Justice will be discussed in the context of the US and the rest of the world as well. It was only about the US and I, as an international student, was not pleased.
It is interesting how the Dewhurst readings resonate with me, today specifically, as I just attended the guest lecture by artist Dylan Miner, who's practice involves socially engaged art. Dewhurst's take on social justice art education then seems to me to be a conduit for socially engaged art. Does this make sense?
From the Bigelow reading, the following quote resonated the most:
But I can say that I have had a privileged education- being educated, and that too at a convent school, is a high privilege in itself. How are these concepts to be trickled down to all schools? Do schools have the kind of budget to i. train the teachers, ii. provide students with resources? It all boils down to how practical the idea is, when mundane subjects such as money and budget are brought to focus.
Another pet peeve I have is the concept prevalent here that uniforms are bad. Back home, a uniform is in place to encourage students to think that they are all equal, at least while they are in school. I'd like to discuss and understand the reasoning behind the no uniform policy here in the US.
The North reading begins with the premise that Social Justice will be discussed in the context of the US and the rest of the world as well. It was only about the US and I, as an international student, was not pleased.
It is interesting how the Dewhurst readings resonate with me, today specifically, as I just attended the guest lecture by artist Dylan Miner, who's practice involves socially engaged art. Dewhurst's take on social justice art education then seems to me to be a conduit for socially engaged art. Does this make sense?
From the Bigelow reading, the following quote resonated the most:
"A social justice classroom equips children not only to change the world but also to maneuver in the one that exists."
I think this sums up my take on social justice and how I can relate to it from my cultural perspective.
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