2011/02/25 by Carl Bagley, Ricardo Castro‐Salazar · 67 citations
Psychology · Social Sciences · #Aesthetics #Art #Critical Race Theory in Education #Critical pedagogy #Critical race theory #Critical theory #Educator Training and Historical Pedagogy #Epistemology #Experiential learning #Feeling #Gender studies #Higher Education Practises and Engagement #Pedagogy #Psychology #Race (biology) #Social psychology #Sociology #The arts #Transformative learning #Visual arts
paper · open access · doi:10.1080/01411926.2010.538667
published in British Educational Research Journal 38(2), 239-260 (Wiley)
openalex publication_date 2011/02/25 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
The article seeks to elucidate and academically position the genre of critical arts‐based research in education. The article fuses Critical Race Theory (CRT), life history and performance, alongside work with undocumented American students of Mexican origin, to show how a politicised qualitative paradigmatic re envisioning can occur in which counter‐histories and counter‐stories can be co‐created into a powerful, evocative, and transformative arts‐based performance text: Undocumented Historias. The article reflects on how critical arts‐based research in education can function as a means to legitimise, empower and promote the voices of the educationally and socially marginalised; evoking an experiential and sensual means of feeling and knowing by which researcher and researched may co‐recover, interrogate and enrich an anti‐colonialist critique of the dominant social order.