Ira Shor defines this as a radical habit of thinking, reading, writing, and speaking, which are relevant and practical even in the growing pedagogical practices. Influenced by Freirean ideology, he includes the following characteristics of empowering education: participatory, problem-posing, dialogic, democratic, affective desocializing, researching, interdisciplinary, and activist, which fit the present study (see Table 2 ) .
Published in Chapter:
Activism in Academic Writing in the Arts: Positioning Social Realities for a Critical Writing Pedagogy
Copyright: © 2024
|Pages: 22
DOI: 10.4018/979-8-3693-0537-9.ch012
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.