Adding Walls
Awareness of Street Art for Critical Literacy in Ras Beirut
DOI:
https://doi.org/10.31686/ijier.vol6.iss4.1004Keywords:
street art, critical literacy, multimodality, place-based learningAbstract
This study investigates Grade 10 English teachers’ awareness of place and street art in two schools’ learning environments in Ras Beirut, Lebanon. Overall, this study aims to demonstrate the gap in and need for teaching critical literacy and advocates street art as a multimodal text to accomplish this. This research employs mixed methods in multiple case studies to address research questions. Teachers were given a mapping activity to gauge awareness and a follow-up semi-structured interview was conducted. This study engages with literature from fields of street art, place-based learning, multimodality, critical literacy, and teacher identities to create a theatre in which to advocate using street art for critical literacy pedagogy. These fields of literature then shaped a discussion, which ultimately revealed low awareness of place and street art and a need for richer cultural connections with place for both students and teachers.
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References
Ahwee, S., Chiappone, L., Cuevas, P., Galloway, F., Hart, J., Lones, J., Medina, A. L., Menendez, R., Pilonieta, P., Provenzo, E. F., Shook, A. C., Stephens, P. J., Syrquin, A. & B. Tate. (2004). The Hidden and Null Curriculum: An Experiment in Collective Educational Biography. Educational Studies, 34, 25-43.
Albers, P. & J. C. Harste. (2007). The Arts, New Literacies, and Multimodality. English Education, 40(1), 6-20.
Austin, R. (2007). Introduction. In Austin, R. (Ed.), Letting the Outside In: Developing Teaching and Learning Beyond the Early Years Classroom (pp. ix-xviii). Staffordshire: Trentham Books Limited.
Beames, S., Higgins, P. & R. Nicol. (2012). Learning Outside the Classroom: Theory and Guidelines for Practice. New York: Routledge.
Bearne, E. & H. Wolstencroft. (2007). Visual Approaches to Teaching Writing: Multimodal Literacy 5-11. London: Paul Chapman Publishing.
Chaplin, E. (1994). Sociology and Visual Representation. London: Routledge.
Christians, C. G. (2000). Ethics and Politics in Qualitative Research. In Denzin, N. K. and Y. S. Lincoln (Eds.) Handbook of Qualitative Research (pp. 133-155). Thousand Oaks, CA: SAGE Publications, Inc.
Comber, B. (2003). Critical Literacy: What Does It Look Like in the Early Years? In Hall, N., Larson, J. & J. Marsh (Eds), Handbook of Early Childhood Literacy (pp. 355-368). London: SAGE Publications Ltd.
Cotnam-Kappel, M. (2014). Reflexive Graffiti Remixing: Curriculum, Corsican Language, and Critical Pedagogy. Journal of Canadian Association for Curriculum Studies, 11(2), 44-74.
Cotton, H. (2011). English and Language Outside the Classroom. In Waite, S. (Ed.), Children Learning Outside the Classroom: From Birth to Eleven (pp.66-79). London: SAGE Publications Ltd.
Crafton, L. K., Silvers, P. & M. Brennan. (2009). Creating a Critical Multiliteracies Curriculum: Repositioning Art in the Early Chilhood Classroom. In Narey, M. J. (Ed), Making Meaning (pp. 31-51). Wisconsin: Springer.
Darder, A., Baltodano, M. & R. D. Torres. (2003). Critical Pedagogy: An Introduction. In Darder, A., Baltodano, M. & R. D. Torres (Eds), The Critical Pedagogy Reader (pp. 1-23). New York: RoutledgeFalmer
Freebody, P. & J. M. Freiberg. (2011). The Teaching and Learning of Critical Literacy: Beyond the “Show of Wisdom.” In Kamil, M. L., Pearson, P. D., Birr Moje, E. & P. P. Afflerbach (Eds), Handbook of Reading Research Volume IV (pp. 432-452). New York: Routledge.
Freire, P. (1998). Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Maryland: Rowman & Littlefield Publishers Inc.
Freire, P. (2003). Pedagogy of the Oppressed. In Darder, A., Baltodano, M. & R. D. Torres (Eds), The Critical Pedagogy Reader (pp.57-68). New York: RoutledgeFalmer.
Gee, J. P. (2000). Meanings in Discourses: Coordinating and Being Coordinated. In Muspratt, S., Luke, A. & P. Freebody (Eds.), Constructing Critical Literacies: Teaching and Learning Textual Practices (pp. 273-302). New Jersey: Hampton.
Gibson, R. (1986). Critical Theory and Education. London: Hodder & Stoughton.
Gieseking, J. J. (2013). Where We Go From Here: The Mental Sketch Mapping Method and Its Analytic Components. Qualitative Inquiry, 19(9), 712-724.
Gilmore, A. (2011). “I Prefer Not Text”: Developing Japanese Learners’ Communicative Competence with Authentic Materials. Language Learning, 61(3), 786-819.
Greene, M. (1988). The Dialectic of Freedom. New York: Columbia University Teachers College Press.
Gruenewald, D. A. (2003). The Best of Both Worlds: A Critical Pedagogy of Place. Educational Researcher, 32(4), 3-12.
Halsey, S. & A. Young. (2006). “Our Desires are Ungovernable;” Writing Graffiti in Urban Space. Theoretical Criminology, 10(3), 275-306.
Haslam, K. R. (1971). Learning in the Primary School. London: Unwin Education Books.
Hasset, D. D. & J. S. Curwood. (2009). Theories and Practices of Multimodal Education: The Instructional Dynamics of Picture Books and Primary Classrooms. The Reading Teacher, 63(4), 270-282.
Holme, R. (2004). Literacy: An Introduction. Edinburgh: Edinburgh University Press Ltd.
Iddings, A. C. D. (2009). The Writing on the Wall: Graffiti and Other Community School Practices in Brazil. In Scott, J. C., Straker, D. Y. & L. Katz (Eds.), Affirming Students’ Right to Their Own Language: Bridging Language Policies and Pedagogical Practices (pp.291-302). New York: Routledge.
Iddings, A. C. D., McCafferty, S. G. & M. L. T. da Silva. (2011). Conscientizao Through Graffiti Literacies in the Streets of a Sao Paulo Neighborhood: An Ecosocial Semiotic Perspective. Reading Research Quarterly, 46(1), 5-21.
Jacobs, D. (2001). More than Words: Comics as a Means of Teaching Multiple Literacies. The English Journal, 96(3), 19-25.
Jarvis, T. (2009). Promoting Creative Cross-Curricular Work through an In-Service Programme. SSR, 90(332), 39-46.
Kastens, K. A. & L. S. Liben. (2010). Children’s Strategies and Difficulties While Using a Map to Record Locations in an Outdoor Environment. International Research in Geographical and Environmental Education, 19(4), 315-340.
Larson, J. (2006). Multiple Literacies, Curriculum, and Instruction in Early Childhood and Elementary School. Theory into Practice, 45(4), 319-327.
Larson, J. & J. Marsh. (2005). Making Literacy Real: Theories and Practices for Learning and Teaching. London: SAGE Publications Ltd.
Makin, L. (2003). Creating Positive Literacy Learning Environments in Early Childhood. In Hall, N., Larson, J. & J. Marsh (Eds.). Handbook of Early Childhood Literacy (pp. 327-337). London: SAGE Publications Ltd.
Marquez-Zenkov, K. (2003). The “Public Art” of Language Arts: A New Lens on Educational Standards. Language Arts, 80(5), 384-391.
Miles, M. (1989). Questions of Language. In Miles, M. (Ed.), Art for Public Places: Critical Essays (pp. 39-50). Hampshire: Winchester School of Art Press.
Mission, R. & W. Morgan. (2006). Critical Literacy and the Aesthetic: Transforming the English Classroom. USA: National Council of Teachers of English
Morrell, E. (2008). Critical Literacies and Urban Youth: Pedagogies of Access, Dissent, and Liberation. New York: Routledge
Nodelman, P. (2005). Decoding the Images: How Picture Books Work. London: Routledge.
Quintero, E. P. (2009). Critical Literacy in Early Childhood Education: Artful Story & the Integrated Curriculum. New York: Peter Lang Publishing, Inc.
Rafferty, P. (1991). The Street Art/Graffiti of Youth: Questioning the Normalizing Influence of Tradition. Phenomenology & Pedagogy, 9, 15-27.
Randazzo, G. & L. Lajevic. (2013). Cleaning Our World Through Reverse Graffiti. Art Education, 9, 39-45.
Rose, G. (2007). Visual Methodologies: An Introduction to the Interpretation of Visual Materials. London: SAGE Publications Ltd.
Shaw, H. (2009). Graffiti: Can and Should Landscape Architecture Create a Place for Graffiti in the Urban Landscape (MA(Hons) Dissertation). Edinburgh College of Art: Edinburgh.
Shirley, I. (2007). Exploring the Great Outdoors. In Austin, R. (Ed.), Letting the Outside In: Developing Teaching and Learning Beyond the Early Years Classroom (pp. 1-12). Staffordshire: Trentham Books Limited.
Sieber, J. E. (1998). Planning Ethically Responsible Research. In Bickman, L. & D. J. Rog (Eds.) Handbook of Applied Social Research Methods (pp. 127-156). Thousand Oaks, CA: SAGE Publications, Inc.
Smith, G. A. (2002). Place-Based Education: Learning To Be Where We Are. Phi Delta Kappan, 83(8), 584-594.
Sobel, D. (2004). Place-Based Education: Connecting Classrooms and Communities. Massachusetts: Orion Society.
Stone, D. (1989). The Islington Schools Environmental Project. In Miles, M. (Ed.), Art for Public Places: Critical Essays (pp. 116-122). Hampshire: Winchester School of Art Press.
Thomas, G. (2011). How to do Your Case Study: A Guide for Students & Researchers. London: SAGE Publications Ltd.
Torr, J. (2008). Multimodal Texts and Emergent Literacy in Early Childhood. In Unsworth, L. (Ed), New Literacies and English Curriculum (pp. 47-65). London: Continuum International Publishing Group.
Vasudevan, L. M. (2007). Looking for Angels: Knowing Adolescents by Engaging with their Multimodal Literacy Practices. Journal of Adolescent and Adult Literacy, 50(4), 252-256.
Wisker, G. (2009).The Undergraduate Research Handbook. London: Palgrave Macmillan.
Wurdinger, S. D. & J. A. Carlson. (2010). Teaching For Experiential Learning. Plymouth: Rowman & Littlefield Education.
Youngs, S. & F. Serafini. (2013). Discussing Picturebooks across Perceptual, Structural and Ideological Perspectives. Journal of Language & Literacy Education, 9(1), 185-200.
Albers, P. & J. C. Harste. (2007). The Arts, New Literacies, and Multimodality. English Education, 40(1), 6-20.
Austin, R. (2007). Introduction. In Austin, R. (Ed.), Letting the Outside In: Developing Teaching and Learning Beyond the Early Years Classroom (pp. ix-xviii). Staffordshire: Trentham Books Limited.
Beames, S., Higgins, P. & R. Nicol. (2012). Learning Outside the Classroom: Theory and Guidelines for Practice. New York: Routledge.
Bearne, E. & H. Wolstencroft. (2007). Visual Approaches to Teaching Writing: Multimodal Literacy 5-11. London: Paul Chapman Publishing.
Chaplin, E. (1994). Sociology and Visual Representation. London: Routledge.
Christians, C. G. (2000). Ethics and Politics in Qualitative Research. In Denzin, N. K. and Y. S. Lincoln (Eds.) Handbook of Qualitative Research (pp. 133-155). Thousand Oaks, CA: SAGE Publications, Inc.
Comber, B. (2003). Critical Literacy: What Does It Look Like in the Early Years? In Hall, N., Larson, J. & J. Marsh (Eds), Handbook of Early Childhood Literacy (pp. 355-368). London: SAGE Publications Ltd.
Cotnam-Kappel, M. (2014). Reflexive Graffiti Remixing: Curriculum, Corsican Language, and Critical Pedagogy. Journal of Canadian Association for Curriculum Studies, 11(2), 44-74.
Cotton, H. (2011). English and Language Outside the Classroom. In Waite, S. (Ed.), Children Learning Outside the Classroom: From Birth to Eleven (pp.66-79). London: SAGE Publications Ltd.
Crafton, L. K., Silvers, P. & M. Brennan. (2009). Creating a Critical Multiliteracies Curriculum: Repositioning Art in the Early Chilhood Classroom. In Narey, M. J. (Ed), Making Meaning (pp. 31-51). Wisconsin: Springer.
Darder, A., Baltodano, M. & R. D. Torres. (2003). Critical Pedagogy: An Introduction. In Darder, A., Baltodano, M. & R. D. Torres (Eds), The Critical Pedagogy Reader (pp. 1-23). New York: RoutledgeFalmer
Freebody, P. & J. M. Freiberg. (2011). The Teaching and Learning of Critical Literacy: Beyond the “Show of Wisdom.” In Kamil, M. L., Pearson, P. D., Birr Moje, E. & P. P. Afflerbach (Eds), Handbook of Reading Research Volume IV (pp. 432-452). New York: Routledge.
Freire, P. (1998). Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Maryland: Rowman & Littlefield Publishers Inc.
Freire, P. (2003). Pedagogy of the Oppressed. In Darder, A., Baltodano, M. & R. D. Torres (Eds), The Critical Pedagogy Reader (pp.57-68). New York: RoutledgeFalmer.
Gee, J. P. (2000). Meanings in Discourses: Coordinating and Being Coordinated. In Muspratt, S., Luke, A. & P. Freebody (Eds.), Constructing Critical Literacies: Teaching and Learning Textual Practices (pp. 273-302). New Jersey: Hampton.
Gibson, R. (1986). Critical Theory and Education. London: Hodder & Stoughton.
Gieseking, J. J. (2013). Where We Go From Here: The Mental Sketch Mapping Method and Its Analytic Components. Qualitative Inquiry, 19(9), 712-724.
Gilmore, A. (2011). “I Prefer Not Text”: Developing Japanese Learners’ Communicative Competence with Authentic Materials. Language Learning, 61(3), 786-819.
Greene, M. (1988). The Dialectic of Freedom. New York: Columbia University Teachers College Press.
Gruenewald, D. A. (2003). The Best of Both Worlds: A Critical Pedagogy of Place. Educational Researcher, 32(4), 3-12.
Halsey, S. & A. Young. (2006). “Our Desires are Ungovernable;” Writing Graffiti in Urban Space. Theoretical Criminology, 10(3), 275-306.
Haslam, K. R. (1971). Learning in the Primary School. London: Unwin Education Books.
Hasset, D. D. & J. S. Curwood. (2009). Theories and Practices of Multimodal Education: The Instructional Dynamics of Picture Books and Primary Classrooms. The Reading Teacher, 63(4), 270-282.
Holme, R. (2004). Literacy: An Introduction. Edinburgh: Edinburgh University Press Ltd.
Iddings, A. C. D. (2009). The Writing on the Wall: Graffiti and Other Community School Practices in Brazil. In Scott, J. C., Straker, D. Y. & L. Katz (Eds.), Affirming Students’ Right to Their Own Language: Bridging Language Policies and Pedagogical Practices (pp.291-302). New York: Routledge.
Iddings, A. C. D., McCafferty, S. G. & M. L. T. da Silva. (2011). Conscientizao Through Graffiti Literacies in the Streets of a Sao Paulo Neighborhood: An Ecosocial Semiotic Perspective. Reading Research Quarterly, 46(1), 5-21.
Jacobs, D. (2001). More than Words: Comics as a Means of Teaching Multiple Literacies. The English Journal, 96(3), 19-25.
Jarvis, T. (2009). Promoting Creative Cross-Curricular Work through an In-Service Programme. SSR, 90(332), 39-46.
Kastens, K. A. & L. S. Liben. (2010). Children’s Strategies and Difficulties While Using a Map to Record Locations in an Outdoor Environment. International Research in Geographical and Environmental Education, 19(4), 315-340.
Larson, J. (2006). Multiple Literacies, Curriculum, and Instruction in Early Childhood and Elementary School. Theory into Practice, 45(4), 319-327.
Larson, J. & J. Marsh. (2005). Making Literacy Real: Theories and Practices for Learning and Teaching. London: SAGE Publications Ltd.
Makin, L. (2003). Creating Positive Literacy Learning Environments in Early Childhood. In Hall, N., Larson, J. & J. Marsh (Eds.). Handbook of Early Childhood Literacy (pp. 327-337). London: SAGE Publications Ltd.
Marquez-Zenkov, K. (2003). The “Public Art” of Language Arts: A New Lens on Educational Standards. Language Arts, 80(5), 384-391.
Miles, M. (1989). Questions of Language. In Miles, M. (Ed.), Art for Public Places: Critical Essays (pp. 39-50). Hampshire: Winchester School of Art Press.
Mission, R. & W. Morgan. (2006). Critical Literacy and the Aesthetic: Transforming the English Classroom. USA: National Council of Teachers of English
Morrell, E. (2008). Critical Literacies and Urban Youth: Pedagogies of Access, Dissent, and Liberation. New York: Routledge
Nodelman, P. (2005). Decoding the Images: How Picture Books Work. London: Routledge.
Quintero, E. P. (2009). Critical Literacy in Early Childhood Education: Artful Story & the Integrated Curriculum. New York: Peter Lang Publishing, Inc.
Rafferty, P. (1991). The Street Art/Graffiti of Youth: Questioning the Normalizing Influence of Tradition. Phenomenology & Pedagogy, 9, 15-27.
Randazzo, G. & L. Lajevic. (2013). Cleaning Our World Through Reverse Graffiti. Art Education, 9, 39-45.
Rose, G. (2007). Visual Methodologies: An Introduction to the Interpretation of Visual Materials. London: SAGE Publications Ltd.
Shaw, H. (2009). Graffiti: Can and Should Landscape Architecture Create a Place for Graffiti in the Urban Landscape (MA(Hons) Dissertation). Edinburgh College of Art: Edinburgh.
Shirley, I. (2007). Exploring the Great Outdoors. In Austin, R. (Ed.), Letting the Outside In: Developing Teaching and Learning Beyond the Early Years Classroom (pp. 1-12). Staffordshire: Trentham Books Limited.
Sieber, J. E. (1998). Planning Ethically Responsible Research. In Bickman, L. & D. J. Rog (Eds.) Handbook of Applied Social Research Methods (pp. 127-156). Thousand Oaks, CA: SAGE Publications, Inc.
Smith, G. A. (2002). Place-Based Education: Learning To Be Where We Are. Phi Delta Kappan, 83(8), 584-594.
Sobel, D. (2004). Place-Based Education: Connecting Classrooms and Communities. Massachusetts: Orion Society.
Stone, D. (1989). The Islington Schools Environmental Project. In Miles, M. (Ed.), Art for Public Places: Critical Essays (pp. 116-122). Hampshire: Winchester School of Art Press.
Thomas, G. (2011). How to do Your Case Study: A Guide for Students & Researchers. London: SAGE Publications Ltd.
Torr, J. (2008). Multimodal Texts and Emergent Literacy in Early Childhood. In Unsworth, L. (Ed), New Literacies and English Curriculum (pp. 47-65). London: Continuum International Publishing Group.
Vasudevan, L. M. (2007). Looking for Angels: Knowing Adolescents by Engaging with their Multimodal Literacy Practices. Journal of Adolescent and Adult Literacy, 50(4), 252-256.
Wisker, G. (2009).The Undergraduate Research Handbook. London: Palgrave Macmillan.
Wurdinger, S. D. & J. A. Carlson. (2010). Teaching For Experiential Learning. Plymouth: Rowman & Littlefield Education.
Youngs, S. & F. Serafini. (2013). Discussing Picturebooks across Perceptual, Structural and Ideological Perspectives. Journal of Language & Literacy Education, 9(1), 185-200.
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How to Cite
Bibi, L. (2018). Adding Walls: Awareness of Street Art for Critical Literacy in Ras Beirut. International Journal for Innovation Education and Research, 6(4), 83-102. https://doi.org/10.31686/ijier.vol6.iss4.1004
