Corporeal Pedagogy: Transforming Café and Refugee Girls’ Post-Agency

Research output: Contribution to journalArticle

Abstract

I explore a spontaneous community art event involving pre-teen and teen refugee girls and their embodied experiences at a local café located in a Northeastern U.S. city. Their bodily encounters involved incipient actions—drifting, knitting, and wrist-tying performances—in the creation of a new space within the space of the café. Drawing on posthumanists’ and new materialists’ works, I engage the lived body as foci of understanding, necessitating an understanding of the body as “liberating to” rather than “liberating from.” A central consideration of thing-power rather than human-power advances a framework of corporeal spatial/temporality for understanding curriculum and pedagogy. Understanding of the real, lived body informs a new direction for an art educational approach, one that offers a new materialistic agency that goes beyond the strictures of the humanist mindset. It opens up new ways of thinking about community art practice, as it organizes and reorganizes the senses.

Original languageEnglish (US)
Pages (from-to)358-371
Number of pages14
JournalStudies in Art Education
Volume57
Issue number4
DOIs
StatePublished - Oct 1 2016

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refugee
art
community
curriculum
Community Arts
Lived Body
Refugees
Pedagogy
event
experience
Knitting
Materialist
Embodied Experience
Temporality
Education
Art
Curriculum
Humanist

All Science Journal Classification (ASJC) codes

  • Visual Arts and Performing Arts
  • Education

Cite this

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Corporeal Pedagogy : Transforming Café and Refugee Girls’ Post-Agency. / Bae-Dimitriadis, Michelle.

In: Studies in Art Education, Vol. 57, No. 4, 01.10.2016, p. 358-371.

Research output: Contribution to journalArticle

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