ERIC Number: EJ959440
Record Type: Journal
Publication Date: 2011-Sep
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0004-3125
EISSN: N/A
Public Pedagogy via PostSecret: A Transitional Space Where Private and Public Coincide
Motter, Jennifer L.
Art Education, v64 n5 p43-48 Sep 2011
PostSecret (www.postsecret.com) is a transitional space where the in-betweenness of public and private exists. Within this space, peer public pedagogy occurs through critical participatory democratic interactions of community participants. Integrating PostSecret into the art education curriculum can offer the potential for generative knowledge formed through participant collaboration in this informal learning site. In this article, the author discusses PostSecret's affordance for "peer public pedagogy". Next, she contextualizes postcards and analyzes them as "currere". She then argues that PostSecret fosters informal art education and online feminist pedagogy by exploring her integration of PostSecret in the graduate art education curriculum. She then examines Aoki's (2003) "curriculum-as-lived" theory, its application to PostSecret, and PostSecret's empowerment potentials. She concludes by recommending that art educators consider PostSecret as an informal approach to art education. (Contains 7 figures and 1 note.)
Descriptors: Web Sites, Visual Aids, Informal Education, Art Education, Feminism, Empowerment, College Curriculum, Graduate Study, Critical Theory
National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.arteducators.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A