Dialogic Pedagogy through Creating Street Art

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Jakraphan Chaopreecha

Abstract

Dialogic pedagogy is a teaching method to encourage individual leaners to understand and accept different opinions without conflicts. Instructors have to bring up issues that provide opportunities to the learners to express themselves and have an interaction among peers. Street art is a project which is open publicly to different people to participate in sharing their ideas of economic situation, political disputes, cultural issues, and personal opinions on the social phenomena. Presently, street art widely attracts many audiences and have a huge impact since it can be easily disseminated from the wall art to photograph that share in social media. In this regard, the research utilizes street art project to encourage students to develop their personal identity and collective identity. The project started from design process, wall drawing and painting, until the ending process. In order to gather the data during the project, the researchers use ethnographic methodology to study a space-time of the project in which interactions among participants and their identities in the art creation are emerged. It was an 8-month data collection from October 2018 to May 2019. The outcomes found that there was an interactional process among students, resulting in 2 types of identity development:
1) personal identity; 2) collective identity appearing as a place of contestation where the creation of identities is limited under the institution bounds. Participants then reconcile the conflicts by develop their project conforming to both their personal needs and requirements of the institution. Moreover, there are 4 stages of identity development: 1) the symbol designation is the process of self-expression through the use of symbol and images to represent the self-identity; 2) positioning the self in the social structure is the process that students finding their own manners and skills in creating artwork; 3) art expression is the process that students experience in the drawing and painting on the wall; 4) affirmation of social position occurred in the ending process when students finished their artwork and expressing their proudness in participating in the artwork through sharing their story, photograph, and related content on social media.

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