Towards a Curriculum of Darkness: Re-Storying and Retribution in Youth Arts Programmes

Autor/inn/en	Maloney Leaf, Betsy; Chandara, Diana; Ngo, Bic
Titel	Towards a Curriculum of Darkness: Re-Storying and Retribution in Youth Arts Programmes
Quelle	In: Globalisation, Societies and Education, 21 (2023) 4, S.523-536 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maloney Leaf, Betsy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2023.2191933
Schlagwörter	Art Education; Youth; Minority Groups; Violence; Death; Curriculum Development; Creativity; Culturally Relevant Education; Self Concept; Community Programs; Summer Programs; Immigrants; Low Income; Urban Schools; Partnerships in Education + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Jugend; Jugendlicher; Jugendalter; Ethnische Minderheit; Gewalt; Sterbefall; Tod; Todesfall; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kreativität; Selbstkonzept; Sommerkurs; Immigrant; Immigrantin; Immigranten; Niedriglohn; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Hochschulpartnerschaft
Abstract	Our inquiry considers how minoritized youth counter brutal hegemony by re-imagining their identities through arts. In particular, it explores how minoritized youth draw on dark themes to (re)present their lives in creative production. Since K-12 educational contexts are often viewed as sites of convivial ambience where student depictions of violence are discouraged (Phillips [2012]. "Retribution and Rebellion: Children's Meaning Making of Justice Through Storytelling." "International Journal of Early Childhood" 44: 141-156.), research is needed to explicate how youth engage themes of physical violence, destruction, and even death in storying their lives. Our article is guided by the following questions: How do minoritized youth engage dark themes that disrupt discourses of conviviality in re-storying their lives? Why is a curriculum of darkness important for radical healing? Our illumination of the ways in which minoritized youth explored violence and destruction in their creative work significantly extends the literature on young people's examination of identity and inequality. Our study brings attention to the need for a curriculum of darkness, where pedagogy might better reflect the dark themes that are culturally relevant (Ladson-Billings [1995]. "Toward a Theory of Culturally Relevant Pedagogy." "American Educational Research Journal" 32 (3): 465-491.) to the identities and lives of minoritized young people. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01