Arts-Based Education for Social Justice
Date
2015
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Swarthmore College. Dept. of Sociology & Anthropology
Swarthmore College. Dept. of Educational Studies
Swarthmore College. Dept. of Educational Studies
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Thesis (B.A.)
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Award
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en_US
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Full copyright to this work is retained by the student author. It may only be used for non-commercial, research, and educational purposes. All other uses are restricted.
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Abstract
This thesis explores the arts as a potential framework for achieving social justice through the system of education. The author uses her experience as a student-teacher in a charter school with an arts-based social justice framework as a springboard for discussion, identifying points of tension that arise as educators translate social justice theory into practice in today’s schools. Faced with the challenges of oppression and systemic inequality, educators work to transform schools into vehicles for social justice. Some teachers turn to the charter school model in an effort to sculpt environments fit to meet the needs of students form marginalized populations. The author explores theoretical differences in conceptualizing what it means to work for social justice, claiming that the arts is particularly well-suited as a framework for social justice work.