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The Promise: A Cautionary Tale of Silencing Social (In)Justice

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Title: The Promise: A Cautionary Tale of Silencing Social (In)Justice
Language: English
Authors: Passero, Angela C., Jones, Roderick J.
Source: Journal of Curriculum and Pedagogy. 2016 13(1):85-98.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2016
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Social Justice, Educational Policy, Educational Change, Activism, Teacher Role, Resistance to Change, Conflict, Imagination, Art Expression
DOI: 10.1080/15505170.2016.1141726
ISSN: 1550-5170
Abstract: This article provides an example of personal reflection and creative expression as a process of sense-making and of questioning how the authors appropriate and negotiate education reform policies. The authors illustrate a form of artistic activism that conflates metaphorical storytelling, scholarly literature, and personal reflections on our roles as educators. They have recreated The Lorax (Seuss, 1971), and in doing so interrogate their roles in the resistance and reproduction of social (in)justice. In this work, an internal ethical conflict emerges, which the authors juxtapose against a vision for socially just schools and pressures from conservative modern reform policy. Finally, the authors discuss critical arts-based reflexivity as an approach to encourage imagination toward the advancement of social justice in schools.
Abstractor: As Provided
Number of References: 44
Entry Date: 2016
Accession Number: EJ1101404
Database: ERIC
FullText Text:
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  Data: The Promise: A Cautionary Tale of Silencing Social (In)Justice
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: This article provides an example of personal reflection and creative expression as a process of sense-making and of questioning how the authors appropriate and negotiate education reform policies. The authors illustrate a form of artistic activism that conflates metaphorical storytelling, scholarly literature, and personal reflections on our roles as educators. They have recreated The Lorax (Seuss, 1971), and in doing so interrogate their roles in the resistance and reproduction of social (in)justice. In this work, an internal ethical conflict emerges, which the authors juxtapose against a vision for socially just schools and pressures from conservative modern reform policy. Finally, the authors discuss critical arts-based reflexivity as an approach to encourage imagination toward the advancement of social justice in schools.
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  Data: 2016
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