Some art educators working in communities exemplify an alternative to the more common and stereotypical notion of the artist as autonomous, self-focused, and neutral. They view art-making and education as vehicles for social justice, and in some cases for social and political activism. In these broader social functions, the boundaries between art, education and activism fade. Drawing on perspectives from community art education, sociology, art criticism, critical pedagogy, and social justice education, and based on in-depth interviews with participants, this study examines the motivations, perspectives, development, and experiences of five artist/educator/activists who work in community-based settings in Tucson, Arizona. Common characteristics, as well as questions and implications for further research, are presented and discussed.

Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (p. 120-127).

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