Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito

Articoli/Articles

V. 13 N. 1 (2022): Giovani, istituzioni e territori

Turning life into art and art into a way of life. A cross-country perspective about art-based research, critical pedagogy, and social intervention

DOI
https://doi.org/10.3280/ess1-2022oa13724
Inviata
27 aprile 2022
Pubblicato
14-06-2022

Abstract

This article is the result of a partnership and disciplinary crossing, directed towards social intervention through the arts. In this sense, we used a multi-sited ethnography (Barbosa et al., 2020), i.e., we focused on the study of two distinct empirical cases, one in Portugal and the other in Italy, in order to understand and emphasize how sociology and critical pedagogy can be complemented with artistic practices, more specifically with the use, application and analysis of art-based research, thus promoting more effective means of intervention and perception of the social reality lived and experienced by different social actors, but also by the researchers. For the Portuguese case the initiative "The Neighbourhood is Ours!" will be presented, and for the Italian context the project "Alice In Wonder Wall", both targeted at young people from different backgrounds and with different experiences.

Riferimenti bibliografici

  1. Allen L. (2004). Music and Politics in Africa. Social Dynamics, 30(2): 1-19.
  2. Androutsos A. and Brinia V. (2019). Developing and Piloting a Pedagogy for Teaching Innovation, Collaboration, and Co-Creation in Secondary Education Based on Design Thinking, Digital Transformation, and Entrepreneurship. Education Sciences, 9(2): 113-129.
  3. Avison D., Baskerville R. and Myers M.D. (2007). The Structure of Power in Action Research Projects. In: Kock N. (Ed.). Information Systems Action Research. An Applied View of Emerging Concepts and Methods, 19-42. London: Springer.
  4. Baldacci M. and Colicchi E. (editors) (2016). Teoria e prassi in pedagogia. Questioni epistemologiche. Roma: Carocci.
  5. Barbosa A.P., Sousa S. and Guerra, P. (2020). (Des)encontros de uma etnografia multissituada em regiões urbanas de marginalidade avançada no Brasil e em Portugal. Iluminuras, 21(54): 447-477.
  6. Bardin L. (1977). L’Analyse de contenu. France: Presses Universitares.
  7. Boron G., Barnaba M., Lanciotti A., Vecchio B. and Toso F., (2020). Spazio pubblico non è terra di nessuno, ma è dove tutto ricomincia. Roma: FNAS «testo disponibile al sito: http://www.fnas.it/notizie/spazio-pubblico.html (03/2022)».
  8. Bruner J. (2000). The Culture of Education. Cambridge: Harvard University Press.
  9. Carvalho C.P. (2017). Community intervention in urban areas: A youth driven initiative. Action Research, 0(0): 1-15.
  10. Cellamare C. (2011). Pratiche dell’abitare. La ricerca urbanistica e la Città degli uomini. Etnografia e ricerca qualitativa, 2: 306-311.
  11. Clark P. (1972). Action Research and Organizational Change. London: Harper and Row.
  12. Corsi M. (Ed.) (2011). Educare alla democrazia e alla cittadinanza. Lecce: Pensa MultiMedia.
  13. Corsi M. (2020). Il tempo sospeso. L’Italia dopo il coronavirus. Milano: FrancoAngeli.
  14. Corsi M., Susca V. and Farina T. (2020). Educating Today: The Challenges of The Present. Research Paths. The Contemporary Time of Coronavirus. Education Sciences & Society, XI(1): 25-40.
  15. Creswell J.W., Hanson W.E. and Vicki C.P. (2007). Qualitative Research Designs: Selection and Implementation. The Counseling Psychologist, 35(2): 236-264.
  16. Deluigi R. (2010). Animare per educare. Come crescere nella partecipazione sociale. Turin: SEI.
  17. Engelchin D.S., Huss E. and Massry N. (2019). Arts-Based Methodology for Knowledge Co-Production in Social Work. British Journal of Social Work. DOI: 10.1093/bjsw/bcz098.
  18. Eyerman R. and Jamison A. (1998). Music and social movements. Mobilizing traditions in the twentieth century. Cambridge: Cambridge University Press.
  19. Farina T. (2020). The crisis of symbolic, ritual and mimetic values of childhood play during the COVID-19 pandemic. Education Sciences & Society, XI(1): 41-53.
  20. Ferreira T., Pappámikail L. and Vieira M.M. (2017). Jovens NEEF: Mudanças e Continuidades no Pós-Crise. Lisboa: Universidade de Lisboa.
  21. Fisher K. and Phelps R. (2006). Recipe or performing art? Challenging conventions for writing action research theses. Action Research, 4(2): 143-164.
  22. Forrest-Bank S.S., Nicotera N. and Bassett D.M. (2016). Effects of an Expressive Art Intervention with Urban Youth in Low-Income Neighborhoods. Child Adolesc. Soc. Work J., 33: 429-441.
  23. Foster V. (2007). “Ways of knowing and showing”: Imagination and representation in feminist participatory social research. Journal of Social Work Practice. 21(3): 361-76.
  24. Freire P. (2005). The pedagogy of the oppressed. London: Continuum.
  25. Freire P. (2017). Le virtù dell’educatore. Una pedagogia dell’emancipazione. Bologna: EDB.
  26. Guerra P. and Sousa S. (forthcoming). Make the world yours! Arts-Based Research in Action at Cerco do Porto neighborhood. In: Saraiva M. (Ed.) Urban Crime Prevention. London: Springer.
  27. Guerra P. (2021). So close yet so far: DIY cultures in Portugal and Brazil. Cultural Trends, 30(2): 122-138.
  28. Guerra P. (2020a). Cidade, pedagogia e rap. Quaestio – Revista de Estudos em Educação, 22(2): 431-453.
  29. Guerra P. (2020b). The Song Is Still a “Weapon”: The Portuguese Identity in Times of Crises. Young, 28(1): 14-31.
  30. Guerra P. (2002). A cidade na encruzilhada do urbano. Algumas modalidades de relação e um estudo de caso acerca do processo de recomposição espacial e social do tecido urbano portuense na década de 90. Porto: Faculdade de Letras da Universidade do Porto.
  31. Helguera P. (2011). Education for socially engaged art: A materials and techniques handbook. New York: Jorge Pinto Books.
  32. Horvath C. and Carpenter J. (2020). Co-Creation in Theory and Practice. Exploring Creativity in the Global North and South. Bristol: Bristol University Press.
  33. Knowles J.G. and Cole A.L. (Eds.) (2008). Handbook of the Arts in Qualitative Research. London: Sage.
  34. Laing D. (2003). Resistance and Protest. Continuum Encyclopedia of Popular Music of the World. London and New York: Continuum International Publishing Group.
  35. Lawton P.H. (2019). At the Crossroads of Intersecting Ideologies: Community-Based Art Education, Community Engagement, and Social Practice Art. Studies in Art Education, 60(3): 203-218.
  36. Lerner R.M. (2005). Promoting positive youth development: Theoretical and empirical bases. In: Lerner R.M. (Ed.). White paper prepared for the Workshop on the Science of Adolescent Health and Development. Washington: National Academies of Science.
  37. Lorenzo R. (1998). La città sostenibile: partecipazione, luogo, comunità. Milano: Elèuthera.
  38. Martinez T. (1997). Popular culture as oppositional culture: rap as resistance. Sociological Perspectives, 40(2): 265-286.
  39. Murdoch J., Grodach C. and Foster N. (2016). The Importance of Neighborhood Context in Arts-Led Development: Community Anchor or Creative Class Magnet?. Journal of Planning Education and Research, 36(1): 32-48.
  40. Nielson E. (2011). “Here come the cops”: Policing the resistance in rap music. International Journal of Cultural Studies, 15(4): 349-363.
  41. Paroni P. (2004). Un posto in strada. Gruppi giovanili e intervento sociale. Milano: FrancoAngeli.
  42. Reason P. and Bradbury H. (Eds.) (2001). Handbook of action research: Participative inquiry and practice. California: Thousand Oaks.
  43. Ren S. and Feixa C. (2021). Being nomadic and overseas rappers Construction of hybrid identity in Chinese hip-hop scene. Cidades, Comunidades e Territórios, 160-174. DOI: 10.15847/cct.25618.
  44. Rose G. (2014). On the relation between “visual research methods” and contemporary visual culture. The Sociological Review, 62: 24-46.
  45. Rose T. (1994). Black Noise. Middleton: Wesleyan University Press.
  46. Schechner R. (2013). Performance Studies: an introduction. London: Routledge.
  47. Scott J.C. (1990). Domination and the Arts of Resistance: Hidden Transcripts. New Haven: Yale University Press.
  48. Seregina U.A. (2019). Co-creating bodily, interactive, and reflexive knowledge through art-based research. Consumption Markets & Culture, 1-25. DOI: 10.1080/10253866.2019.1634059.
  49. Sousa S. (2018). O Cerco é a minha casa! Apropriações e identidades face ao espaço habitado. Master Thesis. Porto: Faculdade de Letras da Universidade do Porto.
  50. Tas H. (2014). Melodies of resistance: Islamist music in secular Turkey. Social Compass, 61(3): 368-383.
  51. Thomson J. and Davies B. (2019). Becoming With Art Differently: Entangling Matter, Thought and Love. Cultural Studies Critical Methodologies, 19(6): 399-408.
  52. Ulbricht J. (2015). What is Community-Based Art Education?. Art Education, 58(2): 6-12.
  53. Wulf C. (2014). Le basi mimetiche, performative e rituali del gioco. EDUCAZIONE Giornale di pedagogia critica, III(2): 41-64.
  54. Discography
  55. OUPA! (2016). Rótulos e Preconceitos. CD. Cidade Líquida.
  56. OUPA! (2016). A Música é. CD. Cidade Líquida.
  57. OUPA! (2016). Cercados. CD. Cidade Líquida.
  58. OUPA! (2016). Do Cerco ao Centro. CD. Cidade Líquida.
  59. OUPA (2019). Tou com os meus. Single.

Metriche

Caricamento metriche ...

Puoi leggere altri articoli dello stesso autore/i

1 2 > >>