Abstract
<p style="text-align:justify">This study seeks to reveal the perceptions of pre-service visual arts teachers on social justice through art-based practices focused on social justice. Designing on visual phenomenology, this study was performed in the fall semester of the 2018-2019 academic year. Five different activities involving visual inquiries are presented to reveal the perceptions of the pre-service teachers on social justice. The research participants are 35 (13 male, 22 female) sophomore-level pre-service teachers. The data are obtained through course documents, reflective diaries and semi-structured interviews. The data are then analysed through content analysis; reliability and validity are ensured through triangulation. This study identifies four different themes: association, questioning, transformation and reflection. The findings show that the pre-service teachers questioned common issues related to social justice. It was observed in the activities performed in this study that the pre-service teachers identified the visual themes. They mentioned common social justice issues based on the things they experienced and their observations. These are such as women's rights, violence against women, children's rights, LGBT, animal rights, language and religion differences, income imbalance, racism, and discrimination. The issues they questioned were the direct expression of the individual experiences of the pre-service teachers through visuals.</p>
Highlights
Social justice education brings together feminist studies, racial and multicultural studies, disability rights, identity studies, environmentalism, community-based, critical pedagogy, performance pedagogy, social reconstruction, visual culture, and other fields in education (Garber, 2004)
This study seeks to reveal the perceptions of pre-service visual arts teachers on social justice through art-based practices focused on social justice
Social justice art education would deal with contextual issues that emerge through visual culture, but would need to engage with the surrounding political, social and economic structures through examination of what matters in the lives of teachers and students and focus on collective action for social change (Westheimer & Kahne, 2004)
Summary
Social justice education brings together feminist studies, racial and multicultural studies, disability rights, identity studies, environmentalism, community-based, critical pedagogy, performance pedagogy, social reconstruction, visual culture, and other fields in education (Garber, 2004). Art educators embrace material and visual culture (Blandy & Bolin, 2012, 2018; Duncum, 2010; Freedman, 2003) and engage with community-based and social justice settings in order to more meaningfully engage with participants (Dewhurst, 2014; Garber, 2004; Quinn et al, 2012; Tavin, 2010, as cited in Hochtritt, 2019). A social justice art education is both utopian and practical Such education contributes to the more democratic society that teachers can practice building in the classroom and as suggested by Westheimer and Kahne (2004), is associated with the today’s world. According to Desai (2020), social justice in art
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