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Art as Resistance: Creating and Collecting Content for a Public Lesson on Standardization

Scholary Output:
Contribution to journal
Article
 Peer-review

Abstract

The negative emotional affects of standardized teaching and learning abound in public schools and work to create a melancholic, shared reality for teachers and students. The authors argue that teachers and students must acknowledge this melancholy and pursue shared inquiry around those emotions in order to help bring about understanding and the potential for institutional change. One organization, Save Our Schools, asked students and teachers to engage in arts-based inquiry and to submit their creations so that they could then be used to educate the public on the harms caused by undemocratic education policies and practices.

Publication Information

Output type

Scholary Output:
Contribution to journal
Article
 Peer-review

Original language

English (US)

Pages from-to (Number of pages)

Pages 5-17 (13 pages)

Journal (Volume, Issue Number)

Journal of Curriculum and Pedagogy (Volume 11, Issue 1)

Publication milestones

  • Published - 01/01/2014

Publication status

Published - 01/01/2014

ISSN

1550-5170

Publication IDs

  • Scopus: 85037815926

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Publication metrics

Metrics

Scopus
citations
1, opens in new tab
Fractional count
1
Fractional count
0.50
Fractional count
1
Fractional count
0.50
Fractional count
1
Fractional count
1

PlumX, opens in new tab

Citation count
1
Captures
6