Artivist Childhoods
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| Title: | Artivist Childhoods |
|---|---|
| Language: | English |
| Authors: | Tahlia Lasczik, Alexandra Lasczik (ORCID |
| Source: | International Journal of Art & Design Education. 2025 44(2):462-478. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary School Students, Student Projects, Student Research, Studio Art, Data Collection, Data Analysis, Activism, Social Justice, Art Activities, Student Empowerment, Learner Engagement, Transformative Learning |
| Geographic Terms: | Australia |
| DOI: | 10.1111/jade.12562 |
| ISSN: | 1476-8062 1476-8070 |
| Abstract: | The rise in the number of young people disengaged from mainstream schooling is reaching critical proportions. This paper explores a child-framed participatory inquiry known as The Walking A/r/tography Project, which sought to challenge, empower and engage youth at risk in one Special Assistance Secondary School in Southeast Queensland through a/r/tographic mappings of place and subsequent critical and creative experiences in the classroom studio. The young people were invited to the project as researchers, who collected, generated and analysed data, resulting in agentic activist positionings. Extensive literature supports the benefits of an Arts-rich environment, which can enable impactful social justice learnings and a deep awareness of social and political activism, particularly when they are experienced through contemporary artworks and artmaking practices. Such experiences and knowings can tie learning in, through and with the Arts directly to educational activism, where student voice and agency are foregrounded for the purposes of empowerment and disruptive, transformational learning. The findings of this study assert that young people at risk can co-create and reimagine their educational experiences to engage in schooling more positively as Artivists. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474784 |
| Database: | ERIC |
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| Abstract: | The rise in the number of young people disengaged from mainstream schooling is reaching critical proportions. This paper explores a child-framed participatory inquiry known as The Walking A/r/tography Project, which sought to challenge, empower and engage youth at risk in one Special Assistance Secondary School in Southeast Queensland through a/r/tographic mappings of place and subsequent critical and creative experiences in the classroom studio. The young people were invited to the project as researchers, who collected, generated and analysed data, resulting in agentic activist positionings. Extensive literature supports the benefits of an Arts-rich environment, which can enable impactful social justice learnings and a deep awareness of social and political activism, particularly when they are experienced through contemporary artworks and artmaking practices. Such experiences and knowings can tie learning in, through and with the Arts directly to educational activism, where student voice and agency are foregrounded for the purposes of empowerment and disruptive, transformational learning. The findings of this study assert that young people at risk can co-create and reimagine their educational experiences to engage in schooling more positively as Artivists. |
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| ISSN: | 1476-8062 1476-8070 |
| DOI: | 10.1111/jade.12562 |
