Promoting counter-storytelling as a methodological,
theoretical and pedagogical tool for challenging dominant
narratives and engaging in the struggle for justice.
Photoethnography: Public Art and Institutions
What roles do social institutions play in people making art? Art is present both in institutional settings, such as represented solo or groups, participation in art institutions, and performance or exhibition in organized spaces such as concert halls and galleries, and non-institutional spaces, such as performance in public squares or streets, or exhibition on buildings or walls (often penalized). This project focuses on the stories of artists who choose to perform and exhibit in non-institutional settings: musicians, acrobats, dancers, and graffiti artists who have been excluded from institutions, or who have made a conscious choice to avoid them. The role that their art plays both in relation to law enforcement, city officials, other artists, and the public is explored through photographs and stories.
Youth Action Research Council
The Youth Action Research Council (YARC) engaged young people ages 15-25 in life history and social network action research. These students lived in and/or attended school in the Main South Promise Neighborhood. We capture the life stories of over 60 diverse youth from the Main South Community. Young people in partnership with adults used these counter-narratives and social network research to critique and develop policies for community development that truly serve the needs of the families intended as a part of the Main South Promise Neighborhood Project.
Eric DeMeulenaere and Laurie Ross
Roots & Routes
A Clark Professor and two Claremont Academy teachers explored critical pedagogy in urban schools which led them to create a collaboratively designed course, Roots & Routes. Used art and literature with 27 high school seniors to explore critical social theory relevant to the social lives of students. They worked to develop a pedagogy of trust and engaged students in an examination of their social and cultural roots as they helped students explore their future routes in life. The research examined the formation of a pedagogy of trust and the impact of this work on all the participants in this participatory action research project.
Eric DeMeulenaere, Chad Malone & Timmary Leary
Reflections from the Field
The coaching metaphor first entered the educational literature over twenty–five year ago when Ted Sizer urged classroom teachers to model the pedagogical relationship between coaches and athletes. Yet, since then, educators have rarely drawn direct lessons from the athletic arena for their practice. This research project employed narrative inquiry to explore the implications of athletic coaching for improved pedagogy. The results of this investigation not only offer concrete lessons and suggestions for classroom practice, they challenge embedded assumptions in education.
Eric DeMeulenaere, Colette Cann, Jim McDermott & Chad Malone