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Artmaking as Sensemaking: A Conceptual Model to Promote Social Justice and Change

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Handbook on Promoting Social Justice in Education

Abstract

Teaching social justice and developing opportunities for school leaders to develop new ways of knowing and living social justice provide spaces for them to consider ways to provide all students, especially those who live on the margins, with democratically inclusive environments. This chapter presents an arts-based conceptual model to promote sociocultural conceptual model for artmaking as sensemaking to promote social justice and equity-oriented work in school communities.

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Authors and Affiliations

  1. Kent State University, Kent, OH, USA

    Christa Boske

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  1. Christa Boske
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Correspondence to Christa Boske .

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Editors and Affiliations

  1. Comparative & International Education and Leadership, Soka University of America, Aliso Viejo, CA, USA

    Rosemary Papa

Section Editor information

  1. Ball State University, Muncie, IN, USA

    Fenwick W. English

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Boske, C. (2020). Artmaking as Sensemaking: A Conceptual Model to Promote Social Justice and Change. In: Papa, R. (eds) Handbook on Promoting Social Justice in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-74078-2_71-1

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  • DOI: https://doi.org/10.1007/978-3-319-74078-2_71-1

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  • Print ISBN: 978-3-319-74078-2

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