Social arts

In linking imagination, play, performance, place, and materials, the arts have the capacity – both in practice and in product – to engage, to inform, and to help us – in relation – to become more than we were before.

Rogers, T., Winters, K., Perry, M. & LeMonde, A. (2014)

Youth Claims: Arts, Media, and Critical Literacies in the Lives of Adolescents

NY: Routledge

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Perry, M (2010)

Theatre as a place of learning: The forces and affects of devised theatre processes in education.

NY: Routledge

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Perry, M. & Rogers, T. (2011)

Meddling with “Drama Class,” Muddling “Urban”: Imagining Aspects of the Urban Feminine Self Through an Experimental Theatre Process with Youth

Research in Drama Education: The Journal of Applied Theatre and Performance. 16(2), 197-213

Perry, M., Wessels, A., & Wager, A. C. (2013)

From Playbuilding to Devising in Literacy Education: Aesthetic and Pedagogical Approaches.

Journal of Adolescent and Adult Literacy. 56(8). 649-658

Taking up drama, scene creation, or performance building in literacy education is a rich area of possibility. This article describes two engaging methods in practice and theory.

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A project website to a research project that fed the 3 publications below:

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Nelson, L. Perry, M. & Rogers, T. (2020)

Scales of Offlineness: Theorizing (digital) literacy engagements.

The Journal of Literacy Research. (52:1)

In this Insights essay, we propose a new concept of offlineness that builds on current language around digital practices, yet addresses an element of young people’s experience that is not adequately represented in current research or educational discourse. This work is informed by a recent cross-national arts-based research project that highlighted the limitations of the discourse ascribed to the nature of young people’s engagement with digital literacies. We propose a (re)theorization, which builds on a critical review of current conceptual research and digital commentaries. Theorizing offlineness as a continuum between online and offline practices is tantamount to a paradigm shift toward more nuanced understandings of young people’s digital practices. It offers researchers and educators a more precise way to speak to young people’s digital experiences, providing a productive tool to (re)construct learning and inquiry spaces in literacy research and education.

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May 3, 2020

Digital platforms alone don’t bridge youth divides

It’s taken for granted in many if not most school environments today that digital technology should be integrated throughout the curriculum to enhance not only communication and creativity but also equal access to resources and opportunities.

Digital skills are considered critical for youth navigating the world — and for gaining mobility. Mobility is understood to mean both the nimbleness to communicate and enter into cross-cultural forums or dialogues (into new kinds of cultural “spaces” through internet platforms or digital technologies) and the capacity to move across socio-economical and cultural groups in everyday life.

A young person’s representation of their digital day.
While it’s critical for literacy educators to support student inquiry through digital media, is it the case that because young generations grew up as “digital natives” the tools of technology are inherently preferable today for fostering creativity? And when digital technologies foster mobility into new spaces, how do youth experience this?

As researchers who study what it means to be creative and literate today, we wanted to explore these questions and to gain insight into how young people think about digital media and their young digital lives.

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Perry, M., Collier, D., & Rowsell, J. (2019)

Reframing the Digital in Literacy: Youth, Arts, and Misperceptions

In E. Morrell and J. Rowsell, Stories from Inequity to Justice in Literacy Education: Confronting Digital Divides. Routledge. pp. 71-86

In a climate where our pedagogical practices are increasingly digitized across all levels of schooling and public pedagogies, this article draws on a study on the nature and scope of young people’s engagement with the “screen.” Across two cities in Scotland and Canada, 30 youth took part in a participatory arts-based project guided by the question: To what extent do the digital practices of these young people reflect common assumptions about access and engagement to digital and global literacies? This chapter presents the findings of this study, shedding light on the complexity and diversity of digital engagement and the misconceptions of “screen-obsessed” youth. The authors argue that by focusing on the “digital” in education, we are working with an outdated perspective and as a consequence, very often missing more urgent, relevant, and productive questions of educational space, ethics, safety, curriculum content and engagement in an era where “offline” is an historical and redundant concept.

Sustainable Futures Global

Whose Crisis Project

In E. Morrell and J. Rowsell, Stories from Inequity to Justice in Literacy Education: Confronting Digital Divides. Routledge. pp. 71-86

Whose Crisis? is a AHRC-GCRF project. The AHRC – Urgency Grants pilot programme recognising the fast-moving nature of many of the challenges facing low or middle income countries (LMICs). The AHRC has launched this scheme to provide an accelerated funding outlet for urgent arts and humanities research priorities. This project will run for 12 months, from September 2020 to August 2021, with a total funding of £150,000.

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Perry, M.; Armstrong, D.; Chinkonda, B.; Kagolobya, R.; Lekoko, R.; Ajibade. G. (2021)

Whose Crisis? Covid 19 explored through arts and cultural practices of African communities. Journal of Open Humanities Data.

Perry, M. (2018)

Versions of place and status of stories: Govan Young. Film Education Journal. 1(2). 204-206.