Street Art as Curriculum Inquiry: Critical Reflection for Reimagining Education Rooted in Social Justice

Abstract

Street art prompts us toward critical reflection in order to reimagine a curriculum that is centered upon the humanity of our students and their communities. Thus, educators may lovingly shift the paradigm of the curriculum in order to seek education rooted in social justice. A primary goal of this paper is to utilize critical reflection within a hybrid "third space" in order for educators to work toward a relevant and sustaining curriculum. A secondary goal of the paper is to center specific examples of Detroit street art that will encourage educators to engage in a critical spatial inquiry in order to meaningfully connect the community to their classrooms. Finally, the paper will consider implications for transformative teaching through a student-centered and placeconscious curriculum inspired by the street art of a community.