Of Back Stories, Byways & Entangled Aesthetics of Epistemology: Teaching Art, Poetic Protest and Curricular Alterity in a Time of Ethicide

Authors

Molly Quinn, Louisiana State UniversityFollow

Keywords

curriculum epistemicide, narrative inquiry, art as protest

Abstract

Of Back Stories, Byways & Entangled Aesthetics of Epistemology: Teaching Art, Poetic Protest and Curricular Alterity in a Time of Ethicide engages autobiographical analysis to illumine and offer examples of what art and poetry may offer as forms of nonviolent resistance and protest for teachers and teacher educators in challenging curricular epistemicide and advancing educational ethics and justice.

DOI

10.15760/nwjte.2022.17.3.4

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

https://archives.pdx.edu/ds/psu/38806

Recommended Citation

Quinn, Molly (2022) "Of Back Stories, Byways & Entangled Aesthetics of Epistemology: Teaching Art, Poetic Protest and Curricular Alterity in a Time of Ethicide," Northwest Journal of Teacher Education: Vol. 17 : Iss. 3 , Article 4.
DOI: https://doi.org/10.15760/nwjte.2022.17.3.4