Identity in the Arts
Students enter creative projects with a mix of experience and preconceived notions of abilities and limitations. Especially in the arts, it seems that some students view their abilities as non-existent or have stories of past failure that have shaped thei
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TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATION Series Editor Shirley R. Steinberg, University of Calgary; Director of Institute of Youth and Community Studies, University of the West of Scotland Founding Editor Joe L. Kincheloe (1950-2008) The Paulo and Nita Freire International Project for Critical Pedagogy Editorial Board Rochelle Brock, University of North Carolina, Greensboro, USA Annette Coburn, University of the West of Scotland, UK Kenneth Fasching-Varner, Louisiana State University, USA Luis Huerta-Charles, New Mexico State University, USA Christine Quail, McMaster University, Canada Jackie Seidel, University of Calgary, Canada Cathryn Teasley, University of A Coruña, Spain Sandra Vega, IPEC Instituto de Pedagogía Crítica, Mexico Mark Vicars, Victoria University, Queensland, Australia This book series is dedicated to the radical love and actions of Paulo Freire, Jesus “Pato” Gomez, and Joe L. Kincheloe.
TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATION Cultural studies provides an analytical toolbox for both making sense of educational practice and extending the insights of educational professionals into their labors. In this context Transgressions: Cultural Studies and Education provides a collection of books in the domain that specify this assertion. Crafted for an audience of teachers, teacher educators, scholars and students of cultural studies and others interested in cultural studies and pedagogy, the series documents both the possibilities of and the controversies surrounding the intersection of cultural studies and education. The editors and the authors of this series do not assume that the interaction of cultural studies and education devalues other types of knowledge and analytical forms. Rather the intersection of these knowledge disciplines offers a rejuvenating, optimistic, and positive perspective on education and educational institutions. Some might describe its contribution as democratic, emancipatory, and transformative. The editors and authors maintain that cultural studies helps free educators from sterile, monolithic analyses that have for too long undermined efforts to think of educational practices by providing other words, new languages, and fresh metaphors. Operating in an interdisciplinary cosmos, Transgressions: Cultural Studies and Education is dedicated to exploring the ways cultural studies enhances the study and practice of education. With this in mind the series focuses in a non-exclusive way on popular culture as well as other dimensions of cultural studies including social theory, social justice and positionality, cultural dimensions of technological innovation, new media and media literacy, new forms of oppression emerging in an electronic hyperreality, and postcolonial global concerns. With these concerns in mind cultural studies scholars often argue that the realm of popular culture is the most powerful educational force in contemporary culture. Indeed, in the twenty-first century this pedagogical dynamic is sweeping through the entire world. Educators, they believe, m
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