Extemporaneous Lessons on Place, Space, and Identity: Graffiti as a Pedagogical Disruption

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dc.contributor.authorJubas, Kaela
dc.contributor.authorLenters, Kimberly
dc.date.accessioned2021-07-27T22:00:38Z
dc.date.available2021-07-27T22:00:38Z
dc.date.issued2019-06
dc.description.abstractIn this interdisciplinary article, we employ scholarship from educational studies, cultural studies, geography, and sociology. We use graffiti texts we have encountered ourselves in places where we have lived or visited as examples of how graffiti becomes pedagogical. Theoretically, the concepts of public pedagogy, new mobilities, and affect theory — notably Sara Ahmed’s ideas — complement Doreen Massey’s ideas about place, space, and identity, and are cornerstones of our framework. As we consider them, pedagogy and learning are multidimensional processes, which involve intellect or cognition, affect or emotion, sensation, and perception. Place, space, and identity are taken up as sociomaterial phenomena, whose meanings develop as people, texts, physical structures, and various cultural artifacts come into contact with one another and with ideologies about what is (ab)normal and (un)desirable that circulate throughout and across societies. In presenting and discussing examples of graffiti texts we have encountered where we live or visit, we identify three pedagogical purposes that graffiti artists might employ: contemplation, reflection, and action. We close by considering implications for teaching and learning across disciplines, age groups, and context.en_US
dc.identifier.citationJubas, K., & Lenters, K. (2019). Extemporaneous Lessons on Place, Space, and Identity: Graffiti as a Pedagogical Disruption. Engaged Scholar Journal, 5(2), 79-94.en_US
dc.identifier.urihttp://hdl.handle.net/1880/113672
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/39043
dc.language.isoengen_US
dc.publisherUniversity of Saskatchewanen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.policyhttps://esj.usask.ca/index.php/esj/about/submissionsen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0en_US
dc.subjectGraffitien_US
dc.subjectPublic Pedagogyen_US
dc.subjectNew Mobilitiesen_US
dc.subjectAffect Theoryen_US
dc.subjectLiteraciesen_US
dc.titleExtemporaneous Lessons on Place, Space, and Identity: Graffiti as a Pedagogical Disruptionen_US
dc.typejournal articleen_US
ucalgary.item.requestcopyfalseen_US
ucalgary.scholar.levelFacultyen_US
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