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Activism in Academic Writing in the Arts: Positioning Social Realities for a Critical Writing Pedagogy

Activism in Academic Writing in the Arts: Positioning Social Realities for a Critical Writing Pedagogy

Juland Dayo Salayo
Copyright: © 2024 |Pages: 22
ISBN13: 9798369305379|ISBN13 Softcover: 9798369305386|EISBN13: 9798369305393
DOI: 10.4018/979-8-3693-0537-9.ch012
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MLA

Salayo, Juland Dayo. "Activism in Academic Writing in the Arts: Positioning Social Realities for a Critical Writing Pedagogy." Supporting Activist Practices in Education, edited by Natasha N. Ramsay-Jordan and Andrea N. Crenshaw, IGI Global, 2024, pp. 230-251. https://doi.org/10.4018/979-8-3693-0537-9.ch012

APA

Salayo, J. D. (2024). Activism in Academic Writing in the Arts: Positioning Social Realities for a Critical Writing Pedagogy. In N. Ramsay-Jordan & A. Crenshaw (Eds.), Supporting Activist Practices in Education (pp. 230-251). IGI Global. https://doi.org/10.4018/979-8-3693-0537-9.ch012

Chicago

Salayo, Juland Dayo. "Activism in Academic Writing in the Arts: Positioning Social Realities for a Critical Writing Pedagogy." In Supporting Activist Practices in Education, edited by Natasha N. Ramsay-Jordan and Andrea N. Crenshaw, 230-251. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/979-8-3693-0537-9.ch012

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Abstract

This qualitative content analysis (QCA) of art research aims to determine how academic writing manifests activism and develops critical writing pedagogy. Supported by the Freirean ideology of critical pedagogy and art activism, analysis shows that art researchers' activism is built through their connection with social realities and role identification necessary to construct concrete plans and actions addressing those inequalities and oppressive practices. Ultimately, art could serve as a form and platform for social change. Achieving these becomes instrumental in constructing a solid concept of critical writing pedagogy, specifically characterized by transformative and sustainable writing practices. The results further proved that romanticized activism may occur in a pedagogical radicalization necessary to define activism as a meaningful engagement with change.

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