This paper uses a "threeing" structure (Thompson, 2002) to reflect on the author's encounters with artworks created by marginalized, minoritized young people that destabilize current social dominance paradigms. As a performative, critical, creative structure, "threeing" asks an actor (teachers and students, artists and audiences) to consider their personal relationships to the causes and effects of the social dilemma posed in the artwork and reencounter those artworks through the layers of subsequent texts and multiple perspectives with which these encounters intersect. Yet, it is the aesthetics within the artworks themselves that, in part, educate a desire (Thompson, 1977) for audiences to become active, to be destabilized from contentment, complacency, or certainty into investigation.
In every case, copyright of work appearing in JCT is retained by the author. In accordance with its mandate to promote discussion on matters of curriculum, the Foundation for Curriculum Theory permits limited reproduction of parts of JCT. Individual articles may be reprinted for educational purposes, provided that no fees (other than copying costs) are charged.
For information regarding more extensive copying or reproduction for other purposes, contact:
editors@jctonline.org
