Community Portraits as Transformative Pedagogy: Examining Preservice Teachers' Positioning Through a Month-Long Arts-Integrated Project
Document Type
Presentation
Presentation Date
4-6-2019
Abstract or Description
For pre-service teachers (PST) entering unfamiliar schools and communities, it is vital to get to know those communities for themselves. Within the “post-truth era” PSTs must interrogate false essentialist narratives and create counternarratives that reflect the complexity of communities in which they work. Drawing from critical aesthetic pedagogy (Medina, 2012) and positioning theory (Davis & Harre, 1990), this paper explores how PSTs in a Master of Arts in Teaching (MAT) program positioned themselves and the communities in which they were immersed throughout a month-long community portrait project. Findings indicate that creating multimodal, aesthetic representations of community facilitated an increased awareness of positioning and expanded notions of community resources for PSTs. Additionally, the collaborative act of curating portraits encouraged dialogic repositioning.
Sponsorship/Conference/Institution
American Educational Research Association (AERA) Conference
Location
Toronto, Canada
Recommended Citation
Reyes, Alexandra J., Sarah Byrne Bausell, Kristin Papoi.
2019.
"Community Portraits as Transformative Pedagogy: Examining Preservice Teachers' Positioning Through a Month-Long Arts-Integrated Project."
Department of Middle Grades and Secondary Education Faculty Presentations.
Presentation 449.
https://digitalcommons.georgiasouthern.edu/teach-secondary-facpres/449
Comments
Georgia Southern University faculty member, Alexandra Reyes co-presented Community Portraits as Transformative Pedagogy: Examining Preservice Teachers' Positioning Through a Month-Long Arts-Integrated Project in the American Educational Research Association (AERA) Conference, April 2019.