Abstract

Community-based art education (CBAE) projects are closely related to critical pedagogy as many work with underserved populations for their knowledge production and both individual and sociocultural changes. However, critical pedagogy in CBAE has been associated with reason over emotion, which can have ethical and emotional ramifications. In response to these concerns, in a CBAE project with women residing in a shelter, the researcher employed critical emotional praxis as a form of emotionally charged and socially critical pedagogy. The researcher will discuss her implementation of three pedagogical strategies for critical emotional praxis in her CBAE project in the form of action research, including pedagogical discomfort, mutual vulnerability, and strategic empathy.

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