Graffiti Pedagogy in Practice: Innovating Curriculum Design through Street Art and Urban Expression | Chapter 8 | Walls That Teach: Graffiti, Education and the Pedagogy of Resistance

 

Graffiti, often perceived as an act of rebellion, holds immense educational potential when reframed as a pedagogical tool. This chapter explores graffiti pedagogy as an innovative approach to curriculum design, infusing urban expression into formal education to nurture creativity, critical thinking, and cultural awareness. Systematic review approach guided the definition of themes, setting the inclusion criteria, conducting literature search, assessing quality, extracting data and synthesising findings. Rooted in the intersection of street art and education, graffiti pedagogy positions visual and textual markings as a form of discourse that challenges traditional learning environments. By probing graffiti as a dynamic medium for storytelling, identity formation, and social commentary, lecturers can harness its transformative power to engage students from diverse backgrounds. Drawing on case studies such as the “Walls That Teach” initiative at a Johannesburg high school, where students co-created murals reflecting local history, and a university-level “Graffiti & Resistance” seminar in São Paulo that used street art tours and tagging workshops to explore political dissent, this chapter highlights the impact of graffiti on student agency, artistic literacy, and community engagement. The discussion is framed within contemporary theories of multimodal learning, critical pedagogy, and participatory education, demonstrating how graffiti can serve as both content and method in curriculum development. Through collaborative mural projects, public art initiatives, and classroom-based graffiti journals, students gain opportunities to express their perspectives while analysing historical and contemporary socio-political movements. Ultimately, graffiti pedagogy reimagines education beyond textbooks and standardised assessments, advocating for an inclusive, experiential learning model. This chapter invites lecturers, curriculum designers, and policymakers to reconsider the value of urban expression as a legitimate and impactful tool for knowledge creation, social critique, and artistic exploration in modern educational spaces.

 

 

Author(s) Details

 

Chikuvadze Pinias
Office for International Affairs, University of the Free State, South Africa.

 

Pazvakavambwa Tabeth Nyarai
Department of Curriculum & Educational Management Studies, Bindura University of Science Education, Zimbabwe.

 

Please see the book here :- https://doi.org/10.9734/bpi/mono/978-93-47485-01-5/CH8

 

Outcome-Based Education Model | Chapter 1 | Handbook of Outcome-Based Education Model (OBE): Best Practices and Formats for OBE Implementation in Technical Higher Education Programs

Outcome-Based Education (OBE) is a model of education that reforms by setting clear standards for outcomes that are specific, measurable, achievable, realistic, and observable at the Course level. OBE drives the educational path towards the knowledge, skills, and attitudes (attributes) of the graduate of a formal engineering program called program outcomes. Today, Higher Educational Institutions (HEIs) need to focus on outcomes rather than inputs and outputs in line with industry, society, and environmental expectations with professional ethics. Knowledge, skills, and attitude are key take away for the learners from the contemporary education system as program outcomes.

In this Chapter, we explore the meaning of OBE from a different perspective, different OBE processes, its role in higher education, implementation, challenges, and new models of education required for India to emerge as “Vishwa Shikshana Guru”.

Author(s) Details:

Arun Kumar B. R.,
Department of Computer Science and Engineering, BMS Institute of Technology and Management, Bengaluru-64, Autonomous Institute, Affiliated to VTU, Belagavi, Karnataka, India.

Please see the link here: https://stm.bookpi.org/HOEMBPFITHEP/article/view/11303

Reporting a Case Study on Transitioning From Traditional Face-to Face Course Instruction to a Blended Format | Chapter 6 | New Horizons in Education and Social Studies Vol. 3

 This case study briefly describes the journey that one professor took in transitioning from face to-face

course instruction to a blended model at the graduate level. The blended lesson format was based on
the 14 Learner-Centered Psychological Principles developed [1] and revised by the American
Psychological Association Work Group of the Board of Educational Affairs [2]. The professor
developed a student survey specifically to evaluate the blended course in areas not included in the
university’s evaluation. After the first and second semesters, data from the professor’s course
evaluations as well as the student surveys were used to improve the blended course design and
implementation for the third semester. My challenge, as a new faculty member, was to combine best practices in a standards-based learnercentered curriculum and concepts of educational administration using the blended approach in the teaching of graduate students. To do so, an instructor needed a minimum level of technological skills and the belief that the new wave of the future for teaching and learning for all students, PreKindergarten through higher education including doctorial coursework, needed to include the use of technology. This was a tall order to accomplish with only three weeks to read the texts for the courses, develop the syllabus for each course, learn how use Moodle for interaction with the students, and get all the information for the courses into the blended technology format.

Author (s) Details

Dr. Darlene McDonough
Educational Leadership, School of Education, St. Bonaventure University St. Bonaventure, New York, USA.

View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/257