Voices: Developing a Studio-based Pedagogy for Those Living in the Margins of Society Due to Poverty
Date
2015-07-27
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Abstract
In effort to find more effective ways for facilitators to help a marginalized population, I brought a studio into a traditional educational context at a community health and education centre. The studio offered space, time and materials for participants to reflect on and connect to the lessons presented in the program. The studio offered expression in any of the languages of learning, including the poetic, scientific, mathematical or verbal. In co-researching this project, the participants and I assessed the effectiveness of the studio and its facilitators. We found the studio to be vital to learning and communication, creative and mental growth. The participants found their unique voice through the work, and then combined those voices to bring forth their expertise. We presented a strong argument for the inclusion of studio in an educational context. As I present their argument in this paper, encouraging the reader to listen, their voices are further validated. They have the opportunity to be included in society's conversations and take a responsible role.
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Education--Teacher Training
Citation
Shaikh, L. D. (2015). Voices: Developing a Studio-based Pedagogy for Those Living in the Margins of Society Due to Poverty (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28663