Towards Sensorial Approaches to Visual Research with Racially Diverse Young Men

Datos Bibliográficos

ID12967686
AutoresEmmanuel Tabi (University of Toronto, autor de correspondencia), Jennifer Rowsell (0000-0002-9062-8859, Brock University)
Año2018
Volumen11
Número2
Páginas275-297
Fecha de publicación2018-03-03
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaStudies in Social Justice (JOURNAL)
Identificadores de la revistaISSN: 1911-4788 • E-ISSN: 1911-4788
EditorialBrock University Library (PUBLISHER)
DOI10.26522/ssj.v11i2.1574
OpenAlexW2790486105
IdiomaEN
Citas recibidas1
Referencias citadas39

This is a collaborative ethnographic research project that highlights the artistic, literary contributions of racially diverse young men. It uses Critical Race Theory to question conventional, Eurocentric educational approaches that historically and currently continue to suppress various socially and culturally learned modes of communication. This article presents two research projects in urban and suburban formal and informal educational institutions to highlight multimodal literary approaches. The first project is an amalgamation of two critical, ethnographic case studies that explores how racially diverse young men express their literacy through rap and spoken word poetry. The second project uses ethnographic methods to observe racially diverse young men’s production of films and photographs in high school, community centers, and art gallery spaces. This study uses visual methods coupled with affect and sensory-laden approaches to collect data and conduct an analysis. The article reflects on conversations surrounding young men, particularly racialized young men, their relationship with literacy, and how these conversations are founded on their failure and deficit language about their literacy repertoires. We believe that such research is closely tied with other social justice themes and modes of inquiry. This article steers away from the ways racialized young men do not use literacy, and focuses instead on the ways that they do use literacy. Their literacy practices are predominantly visual in nature, frequently accompanied by other modes such as words and moving images. Fitting within the scope of the special issue on social justice and visual methods, we argue for a greater acknowledgement and analytical gaze on sensory and affective nuances within visual research. This approach adds texture and volume to interpreting racialized young men’s narratives. Interrogating their visuals and talking through their narratives that have agentive qualities gives both researchers an awareness of young men’s emotional worlds, and how the visual allows for sense-laden, agentive meaning-making

Acknowledgement · Ethnography · Literacy · Pedagogy · Sociology · Anthropology · Art Education and Development · Critical Race Theory in Education · Gender Studies · Participatory Visual Research Methods