Display candidate transaction variables for article
| Id | 854 | |
| Author | Colby S. | |
| Title | Multicultural arts education in the post-secondary context?: Creating installation and performance art in surrey, Canada | |
| Reference | Colby S.; Multicultural arts education in the post-secondary context?: Creating installation and performance art in surrey, Canada ;International Journal of Multicultural Education vol:13 issue: 1.0 page:1 |
Link to article | https://www.scopus.com/inward/record.uri?eid=2-s2.0-84867602345&doi=10.18251%2fijme.v13i1.328&partnerID=40&md5=aef7d80c27dfd18a2ee3e2e7ad070227 |
| Abstract | In 2007, Simon Fraser Universitys satellite campus in Surrey, British Columbia, received an Official Languages Dissemination Grant from the Social Sciences and Humanities Research Council of Canada to examine the role of official bilingualism in the multilingual context through installation and performance art. This essay considers the processes of creating student-based art about language identity in the case-specific example of Surrey. Positing the significantly multilingual community of Surrey as a microcosm of the emerging national reality, the author discusses the challenges of representation, the concealing art that unchallenged official bilingualism represents, as well as the social benefits of making centralized public arts space a legitimate venue for multicultural arts education and student-based expressions about language and identity. |
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| The project therefore suggests that multicultural arts education can be a powerful complement to a traditional postsecondary curriculum, one that both enriches standard practice and creates new pathways to learning and understanding.. | At the end of the day, the central tension in creating art about pluralism is the pull between the multitudinous variety of experiences and identities, on the one hand, and the need for some kind of realizable artistic vision, on the other hand. . | In addition to providing an opportunity to experience multiple perspectives on community members experiences, this footage provided students with a basis for self-reflection and was the raw material out of which the students would subsequently build their installation project and create their performance pieces. . | The project centered around exploring ideas of diversity, linguistic identity, and arts-based social representation. . | In grounding students in literature that expanded their sense of linguistic identity and inclusiveness while giving them a great deal of artistic freedom, the project existed within the parameters of Stuhrs (1994) view of a multicultural education practice that enables students to participate in the processes of social reconstruction. . | Furthermore, it allowed them to present their ideas, through installation and performance art, to the University and greater community in a way that fostered both theoretical discussion and the more intimate sharing of stories and experiences. . | Graham termed this activity cultural journalism, the documentation of lived histories and testimonies from community members, an approach which seeks to engender empathy, compassion, and intercultural dialogue, and encourage students and teachers in critical thinking about cultural assumptions and diversity (p. 155) by connecting with community members, documenting their stories, and representing them through art photography and other types of visual art. . |
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