Conference Proceedings 2010 [pdf] - Art & Design Symposium ...

Recommendations

Info

Figure 7. A view of the room’s entrance from the hallway shows the context of the dutch door and new changeable signage that permits the family to claim the room. Visual Narrative Study of Transnational and Relational Immigrant Identities Anniina Suominen Guyas, Florida State University The presented interdisciplinary study examines socially and culturally constructed individual and communal identities through visual representations and personal narratives. The goals of this project are to develop new concepts and methods for studying and understanding immigrant experiences; to inform a diversity model for art education; and to advocate for the importance of individual and communal narratives of immigrants and other disempowered individual’s/groups’ when working toward equity and social justice in education, arts, and society. Art is well known to have the potential to speak of meaningful things on multiple levels with a complexity unique to aesthetic and metaphorical representations. Art education then can transfer this potential to meaningful and authentic curricula. The presented interdisciplinary study examines socially and culturally constructed individual and communal identities of immigrants and refugees through visual representations and personal narratives to inform a diversity model for art education. The project began with the conceptual and theoretical goal to explore identity construction beyond contextual and site-specific identifications through the concept of transnationalism. The educational goal is to examine and reform the investigators’ pedagogical practices, and eventually to engage participants and readers in the re-imagining of a diversity education model that extends beyond pre-accepted categories of ethnicity, race, age, gender, ability, and sexuality and instead draws attention to the inherent multiplicity, fluidity, and relational complexity of selfhood and identity. In this study transnationalism is used as a conceptual stimulus and indicator to further the researchers’ understandings of the nature of identities and immigration narratives (un)bound to locations and to explore the power of collective memory, cultural domination, and relationality of experience. The goal is to develop rhizomatic concepts and models for understanding diversity, equity, and education that reach beyond preaccepted categories of selfhood. The project strives to develop methods and language to comprehend the 102
complexity of socially and culturally constructed identities that are bound to and created in relation to multiple locations (not just one or two locations) as well as to find terminology that could aid us in understanding subjectivities and positionalities as in-flux, fluid, and rhizomatic created in-between and beside real and imagined locations. The design of the project is influenced by visual anthropology, visual sociology, critical visual ethnography and geography, studies of autobiographies, relational autobiographies, autoethnography, arts-based research, artistic inquiry, a/r/tography, narrative inquiry critical inquiries of immigrant narratives, nationness, and collective memory (Grimshaw & Ravetz, 2005; Gubrium & Holstein, 2009; Irwin & De Cosson, 2004; Kuhn 1995; 2000; Leavy, 2009; Pink, 2001; Prosser, 1996; Radstone, 2000; Rogoff, 2000; Rose, 2001; Springgay, Irwin, Leggo & Gouzouasis, 2007; Stanczak, 2007). The introduced methods and assignments are created and influenced by contemporary art education, art, and research practices. In its attempt to bring attention to and question cultural domination the study aligns with the larger project of studying humanity and socio-cultural experiences and subjectivities in ways that reach beyond the limitations of “methodological nationalism” (Lewitt & Glick Schiller, 2004; Wimmer & Glick Schiller, 2002). Initially, all participants of this study were students and recent immigrants, many of them refugees, pursuing preparatory degrees in health and social sciences. Currently, a case study is being conducted with a nonimmigrant participant group of adult students. The next few years, case studies will be conducted with immigrant children and with non-student, adult immigrant populations in Finland and in the U.S. The study began in 2008 and is anticipated to continue until 2012. The presentation focuses on the initial 2 years of the study and introduces methods of instruction and analysis as well as the revisited conceptual and theoretical framework. Ethnographic methods of individual interviews and group discussions are used to discuss, interpret, and analyze the created/submitted visual data with the participants. The researchers use both the participant shared narratives and visual signifiers to analyze the collected data. The presentation first describes the focus, context, structure, and participants of the study. Thus far, the studied material indicates continuous negotiation of complex socio-cultural, individual, and communal identities through everyday interactions that do not readily lend themselves to context and location but require a more complex understanding of self. The second part of the presentation will provide a brief ‘inventory’ of the submitted and shared visual, written, and verbal materials followed by a discussion of the conceptual framework of transnationalism and relationality as these concepts have been used to analyze the collected data. Finally, the presenter invites participants to contribute to the discussion and analysis using their personal experiences as immigrants or as professionals working with disempowered populations. References Grimshaw, A., & Ravetz, A. (Eds.) (2005). Visualizing anthropology. Bristol, UK: Intellect. Gubrium, J.F. & Holstein, J. A. (2009). Analyzing narrative Reality. Thousand Oaks, CA: Sage. Irwin, R., & De Cosson, A. Irwin, R., & De Cosson, A. (Eds.). (2004) A/R/Tography: Rendering self through arts-based living inquiry. Vancouver, Canada: Pacific Educational Press, University of British Columbia. Kuhn, A. (2000). A journey through memory. In S. Radstone (Ed.), Memory and methodology (pp. 179-196). New York: Berg. Kuhn, A. (1995). Family secrets: Acts of memory and imagination. London: Verso. Leavy, P. (2009). Method meets art: Arts-based research practice. New York: The Guilford Press. Pink, S. (2001). Doing visual ethnography. London: Sage. Prosser, J. (1996). Image-based research: A source book for qualitative researchers. Falmer, CO: Routledge. 103
Page 2 and 3:
2010 ART&DESIGN for Social Justice
Page 4 and 5:
5:30-6:00 Buffet Dinner 6:00-6:45 O
Page 6 and 7:
Symposium Activities, January 18 Su
Page 8 and 9:
(2 sessions combined- 1 hour 10 min
Page 10 and 11:
Art, Education and the Internet: A
Page 12 and 13:
There are basically four steps to j
Page 14 and 15:
noisy doors, and dark classroom env
Page 16 and 17:
highlighting slavery’s historic r
Page 18 and 19:
Identity and Voice: Constructivist
Page 20 and 21:
esources and venues we hope to secu
Page 22 and 23:
Keller, G. D., Erickson, M., & Vill
Page 24 and 25:
Our class partnered with a high sch
Page 26 and 27:
Background: Eastern Woodland Indian
Page 28 and 29:
design very much throughout the pro
Page 30 and 31:
Work in Progress- Kids’ Guernica
Page 32 and 33:
Examples of the Gap Between Art and
Page 34 and 35:
Varbanova, L. (2009). Social entrep
Page 36 and 37:
field for community building. This
Page 38 and 39:
Gurin, Dey, Hurtado, and Gurin (200
Page 40 and 41:
times from presenters that discrimi
Page 42 and 43:
Levin, S., Van Laar, C., and Sidani
Page 44 and 45:
of building and sustaining peace. L
Page 46 and 47:
There is therefore clearly an inter
Page 48 and 49:
Service Learning as a Strategy in t
Page 50 and 51:
Enos, S.L., & Troppe, M. L. (1996).
Page 52 and 53: the artist was brought for a week o
Page 54 and 55: Fazey, I., Fazey, J. A., & Fazey, D
Page 56 and 57: The Affordable House: Making Design
Page 58 and 59: No doubt, it was not a miracle that
Page 60 and 61: Figure 2. Second Kids’ Guernica p
Page 62 and 63: Figure 6. Hamza, a visually impair
Page 64 and 65: health and safety issues for occupa
Page 66 and 67: Exemplary Teaching in Urban Schools
Page 68 and 69: Anderson, R. (1990). Calliope’s s
Page 70 and 71: initiatives are not specific to ado
Page 72 and 73: Growing Home: Creating Living, Sust
Page 74 and 75: housing method for refugees. The pr
Page 76 and 77: Filtering Access through Social Eng
Page 78 and 79: artists, engineers, community worke
Page 80 and 81: References Art 21 (2007a). Mel Chin
Page 82 and 83: and possibilities of job. Therefore
Page 84 and 85: Poster Images Poster Image # 1 84
Page 86 and 87: Artmaking as a Process for Explorin
Page 88 and 89: disposition is nurtured not only by
Page 90 and 91: constructs. Just as written respons
Page 92 and 93: Art and Life With Children Boris Ti
Page 94 and 95: Children with Guernica, Children wi
Page 96 and 97: lacked anywhere else to put these i
Page 98 and 99: References Baldassare, M. (1979). R
Page 100 and 101: Table 1. Environmental features add
Page 104 and 105: Radstone, S. (Ed.), (2000). Memory
Page 106 and 107: For centuries we have drawn on the
Page 108 and 109: Figure 2. Spiral Shell with Transpa
Page 110: Photographs Ansley Simmons Allys Pa
show all

Conference Proceedings 2010 [pdf] - Art & Design Symposium ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?