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Title:Archiving the trauma diaspora: Affective artifacts in the higher education arts classroom
Author(s):Jones, Meadow
Director of Research:Lucero, Jorge; Noble, Safiya
Doctoral Committee Chair(s):Lucero, Jorge
Doctoral Committee Member(s):Hogin, Lauretta; Allen, Nicole
Department / Program:Art & Design
Discipline:Art Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):art education
contemplative pedagogy
trauma theory
queer theory
feminist theory
new media
arts-based research
gender studies
critical pedagogy
Abstract:This investigation identifies and describes what I uniquely term the “diaspora of trauma” as it emerges in the higher education arts classroom. Through extended case study, and arts based autoethnography, I develop a framework for the analysis and archiving of creative artifacts as part of a diasporic trauma archive, and identify conceptual and practical tools for working in arts education settings in which traumatic narratives may emerge. Drawing upon cultural and clinical models of trauma, feminist pedagogical ethics, queer theory, and cultural archiving theory to advance the notion of a “trauma diaspora” that becomes known through an affective archive. Through close contextualized reading of classroom observations this research contributes to the emerging interdisciplinary discourses around trauma cultures, art education, cultural artifacts and archives. I frame working creatively with a trauma diaspora in terms of a de-centered and non-hierarchical production of public archives comprised of culturally contextualized and politically informed personal narratives. I identify the trauma-sensitive artifact to be a way of making legible the “unspoken” or “unwritten” aspects of cultural trauma, such as those experienced via the body and interpersonal affect. Archive is here defined as a locally and historically dispersed, but cohesive body of work that speaks to and about cultural trauma. This comprehensively informed interdisciplinary synthesis advances novel theoretical and practical approaches to the politics of trauma-sensitive pedagogy and looks specifically at trauma narrativity as public discourse. This work serves as evidence of both affective artifacts and an affective archive, as it is written with narrative and descriptive texts integrated into the larger body of academic analysis of the materials investigated.
Issue Date:2018-12-06
Rights Information:© 2018 MEADOW JONES
Date Available in IDEALS:2019-02-08
Date Deposited:2018-12

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