Utilizing an Aesthetics of Destabilization to Read the Public Pedagogy in Young People's Community-based Social Justice Artworks


  • Sharon Verner Chappell


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.

Author Biography

Sharon Verner Chappell

Sharon Verner Chappell is an assistant professor in Elementary and Bilingual Education at California State University Fullerton. Her research focuses on arts-based methods to understand second language learning and cultural pluralism in education and society. She is interested in the ways that marginalized young people become leaders of knowledge construction and political action through art making in community and school spaces.






Cultural Studies and Curriculum