{"id":{"repo_id":"york","oai_identifier":"oai:yorkspace.library.yorku.ca:10315/34971"},"canonical_url":"https://search.dev.ndltd.org/etd/york/oai:yorkspace.library.yorku.ca:10315/34971","repository":{"repo_id":"york","name":"York University","base_url":"https://yorkspace.library.yorku.ca/oai/request"},"display":{"title":"Pop Up Pedagogy: Exploring Connections between Street Art, Feminist Literacy Practices and Communities","abstract":"This feminist qualitative research study is driven by two questions: (1) In what ways does feminist street art create pop ups of informal learning in public spaces, both online and offline? (2) How might street art, created by feminist street artists, be considered a feminist literacy practice that provides a point of entry for women, and those who identify as women, to participate in the shaping of community and global conversations? Data from various sources and media were analyzed: interviews with feminist street artists, social media feeds, photographs, online articles, audio interviews, documentaries and my own personal journal entries. I argue that feminist street art, as artifacts, and the actions associated with its production, can be considered a form of feminist public pedagogy that facilitates informal learning outside of traditional educational systems and also encourages women to contribute to the conversations happening in their communities, both online and in real life. Finally, the dissertation discusses how refusing the division between artifact and action supports the emergence of feminist street art as feminist literacy praxis.","abstract_html":"This feminist qualitative research study is driven by two questions: (1) In what ways does feminist street art create pop ups of informal learning in public spaces, both online and offline? (2) How might street art, created by feminist street artists, be considered a feminist literacy practice that provides a point of entry for women, and those who identify as women, to participate in the shaping of community and global conversations? Data from various sources and media were analyzed: interviews with feminist street artists, social media feeds, photographs, online articles, audio interviews, documentaries and my own personal journal entries. I argue that feminist street art, as artifacts, and the actions associated with its production, can be considered a form of feminist public pedagogy that facilitates informal learning outside of traditional educational systems and also encourages women to contribute to the conversations happening in their communities, both online and in real life. Finally, the dissertation discusses how refusing the division between artifact and action supports the emergence of feminist street art as feminist literacy praxis.","abstract_has_math":false,"creators":["Rodrigues, Anna Paula Augusto"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Jenson, Jennifer, Dr."],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-08-27","date_published":"2018-08-27","updated_at":"2026-07-24T06:33:43Z","subjects":["Art education"],"languages":["en"],"rights":["Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10315/34971","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Jenson, Jennifer, Dr."]},{"key":"dc:creator","label":"Author","values":["Rodrigues, Anna Paula Augusto"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2018-08-27T16:32:44Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-27T16:32:44Z"]},{"key":"dc:date.issued","label":"Date","values":["2018-08-27"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Art education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Author owns copyright, except where explicitly noted. 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I argue that feminist street art, as artifacts, and the actions associated with its production, can be considered a form of feminist public pedagogy that facilitates informal learning outside of traditional educational systems and also encourages women to contribute to the conversations happening in their communities, both online and in real life. Finally, the dissertation discusses how refusing the division between artifact and action supports the emergence of feminist street art as feminist literacy praxis."]},{"key":"dc:title","label":"Title","values":["Pop Up Pedagogy: Exploring Connections between Street Art, Feminist Literacy Practices and Communities"]}]}],"canonical_facts":{"dc:contributor.advisor":["Jenson, Jennifer, Dr."],"dc:creator":["Rodrigues, Anna Paula Augusto"],"dc:date.accessioned":["2018-08-27T16:32:44Z"],"dc:date.available":["2018-08-27T16:32:44Z"],"dc:date.issued":["2018-08-27"],"dc:description.abstract":["This feminist qualitative research study is driven by two questions: (1) In what ways does feminist street art create pop ups of informal learning in public spaces, both online and offline? (2) How might street art, created by feminist street artists, be considered a feminist literacy practice that provides a point of entry for women, and those who identify as women, to participate in the shaping of community and global conversations? Data from various sources and media were analyzed: interviews with feminist street artists, social media feeds, photographs, online articles, audio interviews, documentaries and my own personal journal entries. I argue that feminist street art, as artifacts, and the actions associated with its production, can be considered a form of feminist public pedagogy that facilitates informal learning outside of traditional educational systems and also encourages women to contribute to the conversations happening in their communities, both online and in real life. Finally, the dissertation discusses how refusing the division between artifact and action supports the emergence of feminist street art as feminist literacy praxis."],"dc:identifier.uri":["http://hdl.handle.net/10315/34971"],"dc:language.iso":["en"],"dc:rights":["Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests."],"dc:subject":["Art education"],"dc:title":["Pop Up Pedagogy: Exploring Connections between Street Art, Feminist Literacy Practices and Communities"],"dc:type":["Electronic Thesis or Dissertation"]},"updated_at":"2026-07-24T06:33:43Z"}