Description
This book highlights the unique and co-generative intersections of the arts and literacy that promote critical and socially engaged teaching and learning. Based on a year-long ethnography with two literacy teachers and their students in an arts-based public high school, this volume makes an argument for arts-based education as the cultivation of a critical aesthetic practice in the literacy classroom. Through rich example and analysis, it shows how, over time, this practice alters the in-school learning space in significant ways by making it more constructivist, more critical, and fundamentally more relational.
Table of Contents
Introduction
Chapter 1: A Conceptual Framework for Arts-Based Literacies
Chapter 2: Art as Story
Chapter 3: Art as a Theoretical Instrument
Chapter 4: Art as Action
Chapter 5: Moving Art from the Margins: Ways Forward
