This article explores the arts' potential to transform the relationships between students and teachers so that education becomes an ‘as if’ world where education is an act of social justice. Interweaving themes from the children’s book Click Clack Moo, Cows that Type with theories of transformative pedagogy and their own teaching practices in Canada and Scotland, the authors look at the metonymic way in which the children’s story, as a form of performative writing, explores democracy, leadership and group dynamics. Drawing from a concept of social justice as being a multi, and inter, disciplinary experience that enables individuals to make sense of the social system around them (Adams, Bell and Griffin, 1997), we explore how we have embraced transformative pedagogy in working with groups. In the process of the workshop, a shared space is opened up, where the exploration of stories can lead all participants to engage in transformative dialogue through visual images, movement, sound and physicality.
|Number of pages
|Journal of Transformative Education
|Published - 10 Oct 2013