Edited by Sara Delamont
Chapter 39: From Voice: Exploring the Possibilities of Experimental Art
Andrew Gitlin Voice, in subtle, and not so subtle ways, has played an important role in many progressive educational methodologies (that is, those methodologies that in one way or the other attempt to correct long-standing cultural hierarchies and inequities). One such methodology, for example, is Critical Race Theory (CRT). The underlying foundation of this methodology is the sense that only dominant stories have been told, thereby reproducing the legitimacy of these dominant positions and the institutions, rules, and contexts that support those positions (Ladson-Billings and Tate, 1995). Calmore (1995), for example, suggests that CRT tends: toward a very personal expression that allows our experiences and lessons, learned as people of color, to convey the knowledge we possess in a way that is empowering to us, and it is hoped, ultimately empowering to those on whose behalf we act. (p. 321) CRT is about voice – the significance of the experiences of cultural actors of color (Dixson and Rousseau, 2005). Voice is used as a marker to differentiate those who have an opportunity to speak and are listened to, and those whose voices have been muted and excluded from public discourse. By making this differentiation voice becomes a way to provide a balance, a social justice of sorts, for those who have been denied an opportunity to make history as opposed to being only an object of that history. In much the same vein, narrativists use a methodology based on telling stories of those who have been silenced and/or not heard (McLaughlin...
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