Title
Teaching and Learning Guide to Accompany Graffiti as a Form of Contentious Political Participation
Department/School
Justice and Society Studies
Date
1-1-2015
Document Type
Article
Keywords
teaching, learning, graffitti, political participation, social context
DOI
https://doi.org/10.1111/soc4.12092
Abstract
The authors develop four exercises to further explore themes that are discussed in the Waldner and Dobratz article “Graffiti as a Form of Contentious Political Participation (Sociology Compass 7: 377–389),” including Mothers of the Plaza de Mayo (Madres de Plaza de Mayo), From Famous Political Speech (“Ich Bin Ein Berliner”) to Graffiti: “Ich bin Berliner”, “Protest, Violence, and Graffiti in Greek Politics,” and “Political Speech or Just Tagging: Billboards and Culture Jamming.” The authors encourage students to explore themes such as motivations for graffiti, the difficulty in discerning writer intent, the use of graffiti as a form of political protest, and the historical and geographical context of graffiti. The authors provide links to YouTube videos and supplementary readings.
Published in
Sociology Compass
Citation/Other Information
Waldner, L.K. and B.A. Dobratz. 2013. “Teaching and Learning Guide to Accompany Graffiti as a Form of Contentious Political Participation.” Sociology Compass 7/12: 1027-1043.