Unframing immigration: Looking through the educational space of contemporary art

Research output: Contribution to journalArticle

Abstract

This article uses the lens of contemporary visual art as a counternarrative to explore the racialization of immigration in the United States and its relationship to education. Drawing on critical race theory, I argue that today several artists use their artistic practice to intervene strategically in the immigration debates. These artistic interventions are pedagogical because they open spaces for students to address the topic of immigration in both secondary schools and universities. As pedagogical sites, these art practices precipitate debate, dissent, and dialogue about immigration in the United States, generating another avenue for civic engagement, which is a crucial component of democracy.

Original languageEnglish (US)
Pages (from-to)425-442
Number of pages18
JournalPeabody Journal of Education
Volume85
Issue number4
DOIs
StatePublished - Oct 2010

Fingerprint

contemporary art
Emigration and Immigration
Art
immigration
art
Democracy
Dissent and Disputes
Lenses
artist
secondary school
dialogue
democracy
Students
Education
university
education
student

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Unframing immigration : Looking through the educational space of contemporary art. / Desai, Dipti.

In: Peabody Journal of Education, Vol. 85, No. 4, 10.2010, p. 425-442.

Research output: Contribution to journalArticle

@article{c754a074a9c14acbbabf133c59e7c0f0,
title = "Unframing immigration: Looking through the educational space of contemporary art",
abstract = "This article uses the lens of contemporary visual art as a counternarrative to explore the racialization of immigration in the United States and its relationship to education. Drawing on critical race theory, I argue that today several artists use their artistic practice to intervene strategically in the immigration debates. These artistic interventions are pedagogical because they open spaces for students to address the topic of immigration in both secondary schools and universities. As pedagogical sites, these art practices precipitate debate, dissent, and dialogue about immigration in the United States, generating another avenue for civic engagement, which is a crucial component of democracy.",
author = "Dipti Desai",
year = "2010",
month = "10",
doi = "10.1080/0161956X.2010.518031",
language = "English (US)",
volume = "85",
pages = "425--442",
journal = "Peabody Journal of Education",
issn = "0161-956X",
publisher = "Routledge",
number = "4",

}

TY - JOUR

T1 - Unframing immigration

T2 - Looking through the educational space of contemporary art

AU - Desai, Dipti

PY - 2010/10

Y1 - 2010/10

N2 - This article uses the lens of contemporary visual art as a counternarrative to explore the racialization of immigration in the United States and its relationship to education. Drawing on critical race theory, I argue that today several artists use their artistic practice to intervene strategically in the immigration debates. These artistic interventions are pedagogical because they open spaces for students to address the topic of immigration in both secondary schools and universities. As pedagogical sites, these art practices precipitate debate, dissent, and dialogue about immigration in the United States, generating another avenue for civic engagement, which is a crucial component of democracy.

AB - This article uses the lens of contemporary visual art as a counternarrative to explore the racialization of immigration in the United States and its relationship to education. Drawing on critical race theory, I argue that today several artists use their artistic practice to intervene strategically in the immigration debates. These artistic interventions are pedagogical because they open spaces for students to address the topic of immigration in both secondary schools and universities. As pedagogical sites, these art practices precipitate debate, dissent, and dialogue about immigration in the United States, generating another avenue for civic engagement, which is a crucial component of democracy.

UR - http://www.scopus.com/inward/record.url?scp=78149243567&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=78149243567&partnerID=8YFLogxK

U2 - 10.1080/0161956X.2010.518031

DO - 10.1080/0161956X.2010.518031

M3 - Article

AN - SCOPUS:78149243567

VL - 85

SP - 425

EP - 442

JO - Peabody Journal of Education

JF - Peabody Journal of Education

SN - 0161-956X

IS - 4

ER -