In the paper, I consider the role of creative inquiry in eliciting and then shaping young people’s emergent voices in everyday and school contexts. I will draw on a number of projects that were located in the field of everyday literacies and language practices together with a creative inquiry lens.
In the paper, I consider the role of creative inquiry in eliciting and then shaping young people’s emergent voices in everyday and school contexts. I will draw on a number of projects that were located in the field of everyday literacies and language practices together with a creative inquiry lens. Project teams, including youth workers, academics and artists, were working with young people in community settings, on projects funded through the AHRC Connected Communities programme, and, more recently, through the GCRF/AHRC programme. Many of these projects were concerned with civic engagement and with a need to find out about young people’s ideas about how to make things better for them. I focus on civic engagement practices when arts methods were eliciting what I call ‘emergent voice’. Drawing on art forms such as poetry, visual art, music and dance, often elicited much stronger and more powerful messages from young people (Pahl 2019). I consider ways in which voice has been conceptualised, from the work of Ehret on non-representational voice using affect theory (2018) to critical understandings of young people’s voices in civic engagement contexts (Hauge and Bryson 2014). References Ehret, C. (2018).Moments of teaching and learning in a children’s hospital: Affects, textures, and temporalities. Anthropology & Education Quarterly, 49(1), 53-71. Hauge, C. & Bryson, M. (2014). Youth media and agency. Discourse: Studies in the Cultural Politics of Education,34(4), 210-230. Pahl, K. (2019) https://journals.library.brocku.ca/index.php/SSJ/article/view/1950 Politics of Literacies. 13(1) pp 20-39
