Family Photos: Digital photography as Emancipatory Art Education in Montreal’s Black Community
Référence bibliographique 
Hampton, Rosalind. 2011. «Family Photos: Digital photography as Emancipatory Art Education in Montreal’s Black Community». Mémoire de maîtrise, Montréal, Université Concordia, Département d’enseignement des arts.
Intentions : «This thesis documents a participatory action research project in which I collaborated with a Caribbean-Canadian family of four, to study their experiences of familial art education and photographic practice, and to generate recommendations for Emancipatory Art Education in Montreal’s Black community.» (p. iii)
Questions/Hypothèses : «The overarching question that frames my research concerns how Emancipatory Art Education in Montreal’s Black communities can emerge as a relevant and transformative community practice contributing to social and cultural development and communal quality of life[?]» (p. 2)
Échantillon/Matériau : L’échantillon est composé d’une famille canadienne provenant des Caraïbes de quatre membres. L’auteure a aussi utilisé les notes que chacun d’eux a consigné dans un journal de bord et les photographies qu’ils ont prises. Ils ont aussi répondu à des questions lors d’un entretien de groupe.
Type de traitement des données : Analyse de contenu
According to the author, «[e]mancipatory Art Education (EAE) is an emerging approach to Black community art education that I situate among African Diaspora traditions of ‘education for liberation’ and critical multiculturalism discourses in the field of art education. Family Photos begins a long-term participatory research practice aimed at defining and developing EAE theory and practices for the community from within the community. An autoethnographic study through which I locate and situate my identities as a Black Montrealer consequently emerges as a critical component of this work. Through studying and practicing photography as art, family members develop technical skills and inclusive understandings of art, while increasingly expressing their own individual and collective aesthetic identities. All express affirmative feelings about the project and a desire to participate in similar projects in the future, and thus conclude that family art practice can be a positive and engaging practice for other families and members in the Black community. Our results emphasize photographic practice as a site for exploring issues of identity, race and representation, and tensions between the private and the public. Recommendations are geared toward EAE and address familial and intergenerational community art education; photography, ethics and boundary control; and participatory action research in community art education.» (p. iii-iv)
Hampton, Rosalind. 2010. «Black Learners in Canada ». Race & Class, vol. 52, no 1, p. 103-110.
Intentions : «As well as discussing the development of Africentric schools, I will argue that Black youth would benefit significantly from community-based educational programmes that contextualise and inform their lived experiences and provide them with new ways of understanding and responding to the world around them.» (p. 103-104)
Échantillon/Matériau : L’auteure utilise des données documentaires diverses.
Type de traitement des données : Réflexion critique
According to the author, «[r]ather than replacing proposals for Africentric schools, community-based education initiatives can support and enhance the movement for Africentric education in Canada. Community-based intergenerational learning and teaching has been a critical part of movements for social change – for example, in the US Civil Rights Movement and Caribbean struggles for national independence. In this tradition, community-based education is the practice of eliciting human potential and agency, engaging learners on a personal level, and promoting their overall intellectual and social development. For Black learners, particularly in Montreal, community based education centred on the experiences of African Canadians can empower Black youth and their families, and better equip them to navigate public school systems and organise in their communities.» (p. 109)