Performing Society: Pursuing Creativity and Criticality in Secondary ELA

  • Stephanie Ho McGill University
Keywords: Surrealism, Education, Aesthetics, Critical Pedagogy, Neoliberalism

Abstract

As an English Language Arts teacher, I have experienced cost-effective approaches replacing the actual “arts” of ELA (Trend, 1992). This article explores how Surrealist-oriented pedagogies could restore imaginative freedom and deconstruct conceptual barriers (normative standards, curricular constraints, and status quo power relations) in secondary ELA. I will also examine how we can use Surrealism as a political and pedagogical model to treat societal problems mirrored in ELA classrooms. Surrealist-oriented pedagogies could enable students to experiment with social issues and develop senses of agency and voice that reflect awareness of contemporary society while simultaneously building their ELA skills.

Published
2020-06-13
How to Cite
HoS. (2020). Performing Society: Pursuing Creativity and Criticality in Secondary ELA. LEARNing Landscapes, 13(1), 151-159. https://doi.org/10.36510/learnland.v13i1.1011