In these studies we explore cultural practice and community arts approaches for understanding, challenging and tackling   various forms oppression based on race, gender, class, ability and its intersections, and its implications for subjectivities, interpersonal relations, and belonging. We draw on critical theory, post colonial/decolonial scholarship, and standpoint theorising to examine how privilege/power and dispossession is reproduced in everyday lives and domains of practice. The studies examine these dynamics in the context of community arts and cultural development in order to extend its capacity as a decolonising and liberatory practice in community and liberation psychologies.

For a collection of papers on this work see the special issue of the International Journal of Inclusive Education. The introduction paper is at the link below:

Sonn, C. & Baker, A. (2015). Creating inclusive knowledges: Exploring the transformative potential of arts and cultural practice.

Challenging structural violence through community drama (Sonn, C., Smith, K., & Meyer, K.)

Community arts as public pedagogy: Disruptions into public memory through Aboriginal counter story-telling (Quayle, A., Sonn, C. & Kasat, P.)

Past student projects:

Kimberley Davey (2018). Hip hop pedagogy as an anti-racist school community intervention: A case study of the
Sisters and Brothers program.

Christina Mitchell (2019). The Performative is Political: Using Counter-Storytelling through Theatre to
Create Spaces for Implicated Witnessing.

Current Projects:

with cohealth Arts Generator, Colour Between the Lines: Creating Solidarities Across Communities of Difference Through Arts and Activism