Being Seen and Heard
Featured Aura of Criminality: Unravelling the Motivations for Graffiti in Durban
Paper Presentation in a Themed Session Kehinde Christopher Adewumi
Graffiti has historically been linked to crime, violence, and gang activities. The ‘broken window theory’ is one of the major theoretical explanations against the presence of Graffiti in the public space. Simply put, the theory holds that if a broken window is left unfixed it often leads to more grave acts of crime and violence. Thus, an immediate eradication of graffiti is necessary to prevent the proliferation of violent crimes. In this study, with a focus on the Durban context, I argue against this notion of criminality often attached to the graffiti community. I insist that this aura of criminality stems from the lack of understanding of the disruptive, transformational and non-conformist nature of graffiti. My argument is thus framed around two major research questions: (a) Is the aura of criminality often attached to graffiti tenable in Durban? (b) What motivates graffiti creation in Durban? Using a qualitative research methodology, the study employs snowball sampling to engage with five active graffiti artists in Durban. Thematic analysis of the collected data reveals that while graffiti is seen as a symptom of criminality by some, others appreciate it for the beauty it brings to the public. It is thus important to account for the place of context and subjectivities in the meaning-making and acceptability of Graffiti.
The Art of Presenting: Utilizing Howard S. Becker’s Art Worlds to Contextualize the Field
Paper Presentation in a Themed Session Jill Schinberg
In difficult economic times for the arts, the exploration and amelioration of the relationships among presenters, artists and audiences have an increasingly greater presence in conversation amongst artists and presenters alike. The “art of presenting” refers to the delicate balance of cooperative activities that comprise the “art world” in which the value is contingent. In this paper, sociologist Howard Becker’s theory--in which art is a social product of a collective action--is used as a framework to discuss arts presenting. By examining the parts that compose the whole, this paper offers a framework for considering presenting as more than a logistic or administrative activity, but also as an artistic practice. Arts scholars and arts administration professionals will benefit from close examination of the act of arts presenting and situating the field as an art world in its own right.
Queering the Classroom: Radical Autonomy in the Educational Sphere
Paper Presentation in a Themed Session Sheila Richardson
Within the current administration, it is vital that we, as educators, create radical queer spaces inside the classroom. Queerness inhabits a sphere between the political and individual that calls for intentional action and ways of being that go against the foundational mythologies of mainstream culture. Queering the classroom means intentionally giving space for students to be and learn, using a blend of traditional and progressive pedagogies. This includes decentralizing the classroom, decolonizing assessment practices, and giving students complete autonomy over their learning environment. By queering the classroom, educators create space for students to explore the intersections of their identity and the academic, political, and social spheres they inhabit. As the current administration of the United States threatens to undermine the autonomy of its citizens, radical queerness is a path towards a future of freedom, autonomy, and democracy.
