ABSTRACT
Over the past two decades, there has been a marked increase in educational programs aimed to create art for social justice. From murals and plays to photographs and spoken word poetry, young people across the country are creating works of art that question, challenge, and aim to impact conditions of inequality and injustice. While these practices offer innovative outlets for young people to creatively engage in their communities, there is still confusion about the defining characteristics of the practice of social justice art. Drawing on findings from a recent qualitative study exploring the educational significance of making activist-oriented art, this article unpacks the fundamental question of art for social justice education: Where does the “social justice” lie in social justice art education? Through a discussion of three lenses—intention, process, and social location—this essay offers a set of analytic tools to better understand the nature of making a work of art to transform society.
