ABSTRACT

This article reports on a co-produced project based in South Africa which aimed to support the development of youth committees in Safe Parks operating across Ekurhuleni municipality, by building young people’s capacity to claim greater voice within their communities through participatory arts practices. Drawing on recent perspectives in the field of peace education, our analysis engages a transrational onto-epistemology to examine how voice might be understood through participatory arts in this context. To do so, we critique the prevailing modernist, post-Enlightenment perspective on dialogue and voice in critical peace education, and offer a philosophical framework which moves closer to an acknowledgement of the material, embodied, and collective dimensions of voice. We then use the concept of voice to narrate our inquiry, drawing on data from the project alongside theoretical perspectives from new materialism, language and literary studies, and singing studies, to support and structure our different insights into voice as these emerged. From this analysis we present a conceptualisation of voice as both individually uttered and collectively produced, which acknowledges and accounts for the complexity of learning and knowing as a process inseparable from being-in-the-world. We conclude with a consideration of the decolonising potential of transrational approaches.

摘要

本文报道了一个在南非合作制作的项目，该项目旨在通过建立年轻人通过参与式艺术实践在社区中表达更多主张的能力，来支持在Ekurhuleni市运营的安全公园中的青年委员会的发展。我们的分析借鉴了和平教育领域的最新观点，采用了一种跨时代的本体论病学，以检验在这种情况下如何通过参与式艺术来理解声音。为此，我们批判了批判和平教育中流行的现代主义，后启蒙运动中的对话和声音观点，并提供了一种哲学框架，使之更接近对声音的实质性，体现性和集体性的认识。然后，我们使用声音的概念来叙述我们的询问，利用项目中的数据以及新唯物主义，语言和文学研究以及歌唱研究的理论观点，来支持和构建我们对声音产生的不同见解。通过这一分析，我们提出了语音的概念化，既是个人发出的声音，也是集体产生的声音，它承认并解释了学习和知识的复杂性，这是与现实世界分不开的过程。最后，我们考虑了跨语言方法的非殖民化潜力。它承认并解释了学习和知识的复杂性，这是与现实世界分不开的过程。最后，我们考虑了跨语言方法的非殖民化潜力。它承认并解释了学习和知识的复杂性，这是与现实世界分不开的过程。最后，我们考虑了跨语言方法的非殖民化潜力。