Original article | Journal of Innovative Research in Teacher Education 2022, Vol. 3(3) 300-320
Ayça Sesigür & Elvan Günel
pp. 300 - 320 | DOI: https://doi.org/10.29329/jirte.2022.479.4 | Manu. Number: MANU-2205-13-0004.R1
Published online: December 09, 2022 | Number of Views: 32 | Number of Download: 106
How a witnessed period will be remembered and forgotten depends on the conceptualization of experiences in the memory, with the contribution of images/representations. While evaluating this period with recollections during and after it, it is considered important to read the images as plural and to make sense of the experiences with these readings in order to develop multiple perspectives within the functioning of the dominant thought of the period. Therefore, it is thought that the inclusion of culturally sensitive education in visual arts teaching will contribute to the development of students' ability to think that people's perspectives can be diverse, develop empathy, notice stereotypes, and respect differences while evaluating their situations. While visual arts practices are being facilitated for students in expressing experiences, they also have features that activate critical thinking in questioning and generating meaning. In this research, it is aimed to try to provide sixth-grade students with the multiple perspectives which is one of the principles of global education, through art. Action research was employed to conduct the research. In action research process, the framework plan, which is organized according to the six-week course curriculum, is applied and the course process was observed by a committee of experts through video recordings. Inductive analysis was performed in the research. The findings of the research are explained under the headings of recognizing different perspectives, questioning prejudice, and searching for ways of visual expression.
Keywords: Culturally sensitive education, visual arts education, multiple perspectives, stereotypical drawing.
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