Manifestations of social movements in the South African visual arts classroom : a critical pedagogical viewpoint

Abstract

This study refers to how social movements, such as #FeesMustFall (#FMF), #BlackLivesMatter (#BLM) and #RhodesMustFall (#RMF) have been viewed, interpreted and manifested in the visual arts class regarding teachers, learners and the education system. In this framework, the subject matter has been approached from three angles: a. the visual arts class teaching and learning targets; b. community needs awareness; and c. critical pedagogy’s views about the hashtag platform for organising social movements in terms of freedom of expression, participation and communication in the South African socio-political democratic context. Furthermore, the study has assessed the power and influential role of the hashtag approach in bringing about transformation and innovation in the educational system. The framework of the study will be structured around three interacting forces that play a crucial role in the South African art education process in terms of the development of social coherence, the pedagogical development of art education and the role of social media in collective protestation. The consequent manifestations the three movements had on the visual arts classroom have been studied as a conceptual framework by employing collective symbolic interactionism combined with a critical pedagogical perception because I believe this joint approach could lead me to a better understanding of the social movements in the context of the South African educational system. The qualitative research methodology and approach were comparative and descriptive to portray the group or individuals’ characteristics.