Learning Through Resistance in an Urban Arts School Transformation Project

Low, Bronwen; Lipset, Michael; Proietti, Melissa

doi:10.4324/9781351202398-29

Cited by 2 publications

(1 citation statement)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While we have elsewhere reflected upon student resistance to and in our project (Low, Lipset, & Proietti, 2018), in this article we concentrate on teacher resistance and on the visual as source of conflict, as well as positive change, throughout the partnership. In an attempt at a richer understanding of how the UAP posed an active disruption to the school’s ‘aesthetico‐political regime’ (Rockhill 2004, xii), and the implications of this disruption for future school change initiatives, we draw upon concepts from Jacques Rancière including the partage du sensible , or distribution of the sensible, and dissensus.…”

Section: Researching the Urban Arts Projectmentioning

confidence: 99%

Dissensus, Street Art and School Change

Low¹,

Proietti²

2020

Int J Art Design Ed

Self Cite

View full text Add to dashboard Cite

This article draws upon Rancière’s concepts of the ‘distribution of the sensible’ and ‘dissensus’ in order to explore some of the tensions and processes at work in a multi‐year school change project that sought to transform a school through the ‘urban arts’. Building on student interest in extracurricular Hip‐Hop and street art programming, the school tried to integrate the urban arts across the curriculum through a partnership with local arts organisations and university researchers. While there were a number of project successes, the project also faced significant resistance, which in Rancière’s terms might be inevitable since the project tried to transform the dominant ways of doing and making in the school, displacing those who no longer saw themselves reflected. We understand the tensions in light of the disruptive power of street art and Hip‐Hop culture, but also as manifestations of antiblackness in education. Using data from a three‐year critical ethnography, we share a series of narrative vignettes which unpack the role of the visual arts in challenging the distribution of the sensible at the school, and offer insight into how teachers might have been better invited in as participants in dissensus.

show abstract

Section: Researching the Urban Arts Projectmentioning

confidence: 99%

Dissensus, Street Art and School Change

Low¹,

Proietti²

2020

Int J Art Design Ed

Self Cite

View full text Add to dashboard Cite

show abstract

A Different Energy: The Critical Hip-Hop Teaching Artist and School Culture

Lipset

Low

2022

Urban Education

View full text Add to dashboard Cite

We study the role of Hip-Hop teaching artists in a school change initiative. A school-university-community partnership in a Canadian city, the project sought to develop a school-wide focus on the “urban arts” for student learning and wellbeing. The experiences of nine teaching artists over four years, examined through the lens of Critical Hip-Hop Pedagogy, offer insight into the roles of Hip-Hop based teaching artists in a nontraditional, arts-based, school change initiative.

show abstract

Learning Through Resistance in an Urban Arts School Transformation Project

Cited by 2 publications

References 1 publication

Dissensus, Street Art and School Change

Dissensus, Street Art and School Change

A Different Energy: The Critical Hip-Hop Teaching Artist and School Culture

Contact Info

Product

Resources

About