Exploring arts-based pedagogies to promote learning and solidarity among people working for justice in farming, health, education, and climate

Abstract

This participatory design research (Bang & Vossoughi, 2016) seeks to better understand how climate justice educators and facilitators might support transformative and social learning among adults working for justice in farming, health, education, activism, and/or art. Through case study and interaction analysis of a social change-making project, we explore how making and viewing art together as a group can provide rich opportunities for participants to exchange ideas about their stances, orientations, and perspectives on justice work that have relevance for learning, collaboration, and solidarity across roles, movements, and personal or socio-cultural contexts. Finally, the findings provide an example of a community climate educator working with adult learners by applying arts-based pedagogies to promote more social, egalitarian, and reciprocal learning environments for participants to encounter and explore a range of community knowledges across the climate justice landscape of practices.