05 SES 12, Urban Education & Children and Youth at Risk
Parallel Paper Session
The research project “Youth as visual culture producers: Artistic skills and knowledge in secondary education”, funded by The Spanish Ministry of Science and Innovation (EDU 2009-13712), was launched in February 2010. It starts from the idea, shared with other researchers (Charlot, 2001; Birbili, 2005, Hernández, 2007b), that secondary education is not taking into account how youngsters are linked with knowledge in and outside of school. The project analyzes this situation in the context of art education: one of its main aims is to encourage a rapprochement between artistic knowledge as proposed by schools and knowledge that refers to visual culture production which youngsters in Spain deal with on a daily basis and which they acquire outside school.
Our first step when tackling this project was to design a pilot questionnaire and carry out a series of interviews with eight youngsters to investigate the research objective. The work being put forward is a presentation and analysis of two of these interviews and questionnaires, with the aim of exploring the view held by youngsters about the relationship between their artistic and school knowledge. To this end, we raised a process of reflexivity (Macbeth, 2001) which examines the contributions by Pablo –a 13 year-old boy- , and Ana –a 15 year-old girl- with respect to their experiences in Visual and Manual Arts classes in a school in Granada (Spain). These views are contrasted with their experiences as visual culture producers outside the class – Pablo draws pictures on the subject of Holy Week in his spare time and Ana designs tee-shirts-. The analysis has been generated by answering specifically the following questions:
How is educational knowledge impacting on their construction as visual culture producers?
Which other knowledge which is not acquired purely in the classroom do they rely on for their creations?
What is the training value of non-educational areas?
What can we learn from the way in which they learn?
The study of their accounts – in which there are answers which are inter-linked to these questions, in the form of a thick description (Geertz, 1973) - offers clues which lead us, on the one hand, to re-examine the role played by school in the acquisition of artistic knowledge, and on the other helps us to become aware of our prejudices on this topic, acquiring a greater understanding (Aguirre, Olaiz and Calvelhe, 2011). At the same time, it helps us identify contradictory situations, think them through and understand them (Charlot, 2001; Carneiro, 2010), and also to rethink other ways of researching the learning of knowledge by young producers of visual culture.
Aguirre, I.; Olaiz, I.; Calvelhe, L. (2011) “Efectos de la reflexividad en una prueba piloto sobre una investigación con jóvenes” in I Jornadas “Investigar con Jóvenes: cuestiones temáticas, metodológicas, éticas y educativas”, Esbrina, Barcelona, 2011, pp. 1-9 [on-line] [consulted 10 January 2011]. Available at: http://fint.doe.d5.ub.es/seminaris/ jornadesjoves/ Birbili, M. (2005) “Constants and Contexts in Pupil Experience of Schooling in England, France and Denmarck”, European Educational Research Journal, 4 (3), pp. 313-320. Carneiro, P. (ed.) (2010) “Challenges of education in contemporaneity: thoughts of a researcher. An interview with Bernard Charlot”, Educação e Pesquisa, vol. 36, pp. 1-16 [on-line][consulted 12 December 2010]. Available at: http://www.scielo.br/scielo.php?pid=S1517-97022010000400012&script=sci_arttext&tlng=en. Charlot, B. (Org.) (2001) Os jovens e o saber. Perspectivas mundiais. Brasil: Artes Médicas. Geertz, C. (1973) "Thick Description: Toward an Interpretative Theory of Culture." In The Interpretation of Cultures. New York: Basic Books. Hernández, F. (2004) “Mapping Visual Cultural Narratives to Explore Adolescents´ Identities”. In Hernández, F. & Goodson, I. (Eds) Social Geographies of Educational Change. Kluwer Academic Publisher. Pp. 91-102. Hernández, F. (2007b) “Que todos os adolescents encontrem seu lugar de aprender”. In J. Murillo y N. Muñoz Repiso (Coord.) A qualificaçao da escola. Um novo enfoque. Porto Alegre (Brasil): ArtMed. Pp. 199-210. Macbeth, D. (2001) “On “Reflexivity” in Qualitative Research: Two Readings, and a Third”. Qualitative Inquiry, Vol. 7, n. 1, 2001, pp. 35-68.
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