Art Of Justice Research Articles

“Law as the Art of Justice”: On Vermeule’s Common Good Constitutionalism

“Law as the Art of Justice”: On Vermeule’s <i>Common Good Constitutionalism</i>

Cultivating Art Inquiry Through Land-Based Thinking on Social Justice Art and Museum Praxis

Place has long been noticed, made, developed, and narrativized in favor of settler majorities’ economies and hegemonies. Disregarding Indigenous presence and land, the terror on the land continues in the form of dislocation and dispossession of Indigenous, Black, and other minoritized communities of color, along with racial segregation and alienation. Drawing on the scholarship of land-based and decolonizing education, this article provides the conceptual groundwork for a form of art education theory and practice concerned with place-based social justice and equity. Particularly, I propose land-based art inquiry as a decolonizing pedagogy that helps critically assess settler colonial ways of sharing and making place via spatial–temporal injustice and the normalization of settler colonial logics that pervade our daily lives. The art inquiry generates new and critical ways to engage with the land as a site of art and museum (educational) practice as exemplified in the three different sites—a graduate students’ collaborative art-based project, a contemporary artist’s praxis, and museum praxis. Graduate students’ site-specific installation and contemporary artist JeeYeun Lee’s mobile walking are artistic interventions to public places that critique settler narratives and re-story the place. They highlight the ways in which land-based art inquiry can help individuals (re)connect with and (un)learn the stories and politics of their relationships to the land, thus troubling the settler colonial territorial imperatives. Also, by bringing land-based art inquiry into the investigation of the museum as another settler colonial place seeks and brings understanding of contemporary Indigenous-led collaborative museum spatial design and (educational) praxis for decolonizing possibilities.

The Numinous and the Art of Social Justice

In Das Heilige, Rudolf Otto discusses not only conceptual, but artistic parallels to the idea of the "numinous". The artistic styles and periods that he mentions are those admired by European literati and intellectuals of his time. They include the spare Chinese landscapes "of emptiness", made in the classical period of the Tang and Sung dynasties, as well as the gothic art that inspired the movement towards abstraction in the early twentieth century. Related ideas continue to pervade the discourse of champions of abstract art well into the twentieth century, as in in Michael Fried's exegesis of "presentness", in his essay "Art and Objecthood". Seemingly counterintuitively, ideas associated with the numinous also infiltrate discourses of the art of social justice. Some Jewish thinkers who referenced or absorbed Otto's ideas, translated them into relational notions or ethical ideas of responsibility. When these ideas seep into the contemporary discourse of social justice art, concepts of the numinous cling to them. An investigation of a significant work of art in the service of social justice reveals a connection between conceptual art, the numinous, and social justice that extends from the era of the early 1980s into our own time.

Visualizing climate change: Here we come to save the day!

Art educators teach visual literacy, criticism, multiple art media and technical skills representing many pupils’ only exposure to visual communication in school. Given curricular flexibility, art teachers redesign lessons to include important conceptual learning to accommodate department of education guidance addressing potentially controversial issues. Authentic art-integrative approaches provide opportunities for students and communities to interrogate serious issues like global warming and the impact of anthropogenic climate change. While not all teachers embrace this and other difficult conceptual learning, professional development and a supportive community of stakeholders are key for those who do. The following article presents a theoretical framework supporting a unit on an art-based inquiry into environmental justice from a recent course on social justice art education. Graduate student artist inspirations, art exemplars and learning activities are shared to inspire others towards art actionism.

'Law as the Art of Justice': On Vermeule's Common Good Constitutionalism

'Law as the Art of Justice': On Vermeule's Common Good Constitutionalism

REstART – The restorative justice art movement

REstART – The restorative justice art movement

Collaborative Video Game Design as an Act of Social Justice

This research is about bringing social justice art education into classrooms through the medium of video games and exploring the ways in which video game design can be a learning tool that can make contributions to and engage in social justice work. Drawing from a case-study research project with a small group of middle school students, through the lens of critical pedagogy informed by recent work by Dipti Desai, this project examines how learning happens through dialogue and knowledge weaving. Findings have led me to consider the potential of this type of video game design as a site of resistance and transformation in art education.

Ethical Dilemmas in Resistance Art Workshops with Youth

In 2017 and 2018 [Name of research project] organized two transnational youth resistance art workshops. These workshops addressed online social justice issues and placed emphasis on pushing back against technology-facilitated violence and surveillance in networked spaces. Our engagement with these workshops raised three dilemmas associated with these sorts of resistive social justice art projects. This article explores these dilemmas, which include how to enable the production of digital art in a manner that is attentive to intersectional issues of digital literacy and access; artistic appropriations of sexually explicit, discriminatory or hateful speech and their relation to cultural appropriation; and defamation, privacy, copyright and trademark considerations relating to artistic appropriations. In addressing these dilemmas, examples of regulatory frameworks shaping resistance opportunities and social justice initiatives are highlighted, along with suggestions for addressing these dilemmas for those who may wish to facilitate or engage in youth resistance art workshops in future.

The Art of Justice

The Art of Justice

Sociopolitical Oppression, Trauma, and Healing: Moving Toward a Social Justice Art Therapy Framework

ABSTRACTArt therapists hold a unique position to facilitate healing during a time of intense sociopolitical trauma. The current U.S. political climate is causing harm to marginalized groups, which necessitates an intentional exploration of how art therapists hold and wield power and privilege and how this can affect client outcomes. In this article, I offer an expanded definition of trauma as it relates to social and political oppression, and examine the privileges and assumptions I hold as a therapist. I provide case examples from my clinical practice of client responses to political and societal trauma, ending with suggestions for critical self-reflection for art therapists invested in a social justice framework.

Interviewing as a Pedagogical Tool in Arts for Social Justice: A Case Study of an Afterschool Arts Program

Purpose: The rise of out-of-school youth arts organizations, especially those dedicated to addressing social issues with young people, suggests a growing need for spaces in which we prepare young people to creatively and critically shape their communities. While the popularity of these programs is certainly positive, it does little to tell us what pedagogical lessons we might learn from how youth arts organizations approach social justice teaching in the arts. In order to understand what it takes to do social justice art education, our research team investigated the pedagogical strategies used by Center for Urban Pedagogy, an out-of-school youth arts organization. Method: Through qualitative interviews, observations, and document analyses, this case study examined the specific pedagogical strategies used by educators in the Center for Urban Pedagogy’s (CUP) Urban Investigations program to engage young people in creating art for social justice aims. Findings: Our initial findings revealed that the process of interviewing is at the center of CUP’s approach to both social engagement and art-making. According to our research, interviewing reveals hidden layers of meaning to learners, offers opportunities to visualize personal connections, and provides a means to critically and collaboratively create artwork.

Book Reviews: The Art of Justice – the Judge’s Perspective

Book Reviews: The Art of Justice – the Judge’s Perspective

The art of justice: a reply to Brunilda Pali

(2014). The art of justice: a reply to Brunilda Pali. Restorative Justice: Vol. 2, No. 1, pp. 95-102.

Engaging the Pink Elephant in the Room: Investigating Race and Racism through Art Education

This mixed-methods practitioner inquiry aimed to facilitate transformative learning of individuals’ racial attitudes. The focus of this research was to investigate what influence participating in a semester-long social justice art education studio course may have on preservice and practicing art educators’ implicit (unconscious) and explicit (conscious) racial attitudes and understandings toward self and others. This research also aimed to develop transformative art education pedagogy and understand its role in the critical examination of issues surrounding race and racism, and its impact on transforming racial attitudes. The findings of this study indicated that exploring racial issues through transformative art education pedagogy can facilitate positive attitude change and help educators to become more comfortable with the topic of race and the idea of working with diverse populations.

Walking the Talk of Art and Social Justice Education

Walking the Talk of Art and Social Justice Education Quinn, T Ploof, 1, & Hochtritt, L. (2012) Art and Social Justice Education: Culture as Commons. New York, NY: Routledge. 201 pages; ISBN 978-0-415-87907-1.Those of us who work at or think about the intersection of art, social justice, and education know that discussions about this intersection are complex and often slippery. As a field, we call the work that emerges from this juncture by multiple names-social justice art education, community-based art, activist art, community cultural development. Concrete definitions and hard-and-fast rules are difficult to come by in the literature about this emerging field. We do not always agree on whether or not a specific artwork, artist, or process should be called social justice or simply a social practice. There is no canon here. To write about art's role in social justice in the midst of this landscape is therefore not only difficult, but also incredibly necessary.Enter Art and Social Justice Education: Culture as Commons (2012), a volume of essays, artist profiles, and teaching reflections edited by Therese Quinn, John Ploof, and Lisa Hochtritt. Here is just the kind of title and compilation those of us interested in justice, art, and learning ache for in hopes of being able to open the pages and have the answers. We imagine that this volume will contain a set of clear-cut definitions and a conclusive list of practices, artists, and tools for doing art and social justice education. Flipping from the graphic preface by Maxine Greene and Bill Ayers (as told by Ryan Alexander-Tanner) to the introductory essays, many a reader will expect a kind of authoritative voice to describe the shape of the field.And yet, herein lies the fundamental conundrum of writing about art and social justice education: there may not actually be definitive answers about a practice that relies on creatively engaging in the in ways that are imaginative, context-specific, collaborative, and ever-evolving.Theeditors, despite an audience's great hunger for the contrary, offer a book that resists hard-and-fast rules, glossaries, and strategies in exchange for a text that seeks to practice what it espouses. Organized around four major themesThe Commons: Redistribution of Resources and Power; Our Cultures: Recognition and Representation; Toward Futures: Social and Personal Transformation; and Voices of Teachers-this text puts multiple views of social justice art education into a lively conversation. Instead of a textbook, we have an invitation to a working kind of party.By calling readers to participate in an analysis of howart can contribute in a wide range of ways to the work of envisioning and creating a more just world (p. xx), Art and Social Justice Education: Culture as Commons suggests that the task of understanding this field is, in and of itself, a task of critical pedagogy. To make sense of the ways art can impact injustice, we must embody the critical education processes we seek to study. In stitching together this set of short essays, the editors prompt us to question, connect, critique, and take action. As Olivia Gude writes in her chapter,the unfolding, increasingly complex, and often contradictory narratives generated by sequences of projects and activities create a rich discursive space that invites viewer/ participants to join the investigation (p. 78). Rather than tell us what to think, the editors encourage us to listen for the underlying dialogue taking place between the various authors, and then, to jump in ourselves. When viewed as a living document of social justice education-one in which we must construct our own knowledge, reflect on the critical connections we experience, and take action to create a more just society-this volume offers three important tools to think about and engage in art and social justice education.We begin with the art-our cultural knowledge production. As Graeme Sullivan writes in his section introduction,Making art, encountering art, and using art, is considered to be crucial in understanding how we learn to make sense of the rapidly changing around us(p. …

Where is the Action? Three Lenses to Analyze Social Justice Art Education

Over the past two decades, there has been a marked increase in educational programs aimed to create art for social justice. From murals and plays to photographs and spoken word poetry, young people across the country are creating works of art that question, challenge, and aim to impact conditions of inequality and injustice. While these practices offer innovative outlets for young people to creatively engage in their communities, there is still confusion about the defining characteristics of the practice of social justice art. Drawing on findings from a recent qualitative study exploring the educational significance of making activist-oriented art, this article unpacks the fundamental question of art for social justice education: Where does the “social justice” lie in social justice art education? Through a discussion of three lenses—intention, process, and social location—this essay offers a set of analytic tools to better understand the nature of making a work of art to transform society.

Socratic Philosophy and the Cleitophon

In the Cleitophon, Cleitophon abandons Socrates because he could not provide an art of justice that would bring an end to strife by eliminating cities, families, and the love of one's own on which they depend. Cleitophon's disappointment in reason prepares us for the misology of his legal positivism in the Republic. Although Socrates does not refute Cleitophon, Plato points to the deficiencies of art and legal positivism by pointing to poetic foils. By pointing to the poetic, Plato shows what is sound in poetry and the city informed by it, and, therewith, what they share with Socrates despite their ultimate differences. By not having his Socrates succumb to the promises of art and the irrational conformism of legal positivism, and by pointing to the humane learning of the poets, Plato opens a window on to the meaning of Socratic wisdom and the Socratic life.

Dante's Fearful Art of Justice

Dante's Fearful Art of Justice

Dante's Fearful Art of Justice. Anthony K. Cassell

<i>Dante's Fearful Art of Justice</i>. Anthony K. Cassell

Dante’s Fearful Art of Justice by Anthony K. Cassell

Dante’s Fearful Art of Justice by Anthony K. Cassell