Community arts as public pedagogy: disruptions into public memory through Aboriginal counter-storytelling

Community Arts and Cultural Development (CACD) is a form of public pedagogy that seeks to intervene into the reproduction of meaning in public spaces. In this article, we explore the Bush Babies and Elders portrait project that sought to contribute to the empowerment of Aboriginal participants throu...

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Bibliographic Details
Published inInternational journal of inclusive education Vol. 20; no. 3; pp. 261 - 277
Main Authors Quayle, Amy, Sonn, Christopher, Kasat, Pilar
Format Journal Article
LanguageEnglish
Published London Routledge 03.03.2016
Taylor & Francis Ltd
Subjects
Arts
Australia
Collective memory
coloniality
community arts and cultural development
Community Programs
Cultural Education
Empowerment
Foreign Countries
Foreign Policy
History
Humanities
identities
Identity
Indigenous
Indigenous Populations
Infants
Interviews
Narratives
Oppression
Participant Observation
Participation
Program Descriptions
public memory
public pedagogy
Public spaces
Qualitative Research
Self Concept
Social identity
Story Telling
Storytelling
Surveys
Teaching
Teaching Methods
Australia
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Summary:Community Arts and Cultural Development (CACD) is a form of public pedagogy that seeks to intervene into the reproduction of meaning in public spaces. In this article, we explore the Bush Babies and Elders portrait project that sought to contribute to the empowerment of Aboriginal participants through counter-storytelling. Drawing on interview and survey data collected as part of a larger qualitative study, we examine Aboriginal participant's reflections on their participation and the meanings of the project. Anchored in a critical interpretive approach, thematic analysis of data resulted in the construction of two themes, cultural continuity and recognition and acknowledgement. These themes reflect the everyday politics of survival within a longer history of oppression and ongoing misrecognition. We discuss this project as an example of public pedagogy that expands spaces and resources for contesting exclusionary narratives that inform public memory, understood as a subject of debate, dialogue and critical engagement. As a form of counter-storytelling, CACD thus creates possibilities for transforming social identities, subjectivities and relationships in local and national contexts.
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ISSN:1360-3116
1464-5173
DOI:10.1080/13603116.2015.1047662