The rise in the number of young people disengaged from mainstream schooling is reaching critical proportions. This paper explores a child‐framed participatory inquiry known as The Walking A/r/tography Project, which sought to challenge, empower and engage youth at risk in one Special Assistance Secondary School in Southeast Queensland through a/r/tographic mappings of place and subsequent critical and creative experiences in the classroom studio. The young people were invited to the project as researchers, who collected, generated and analysed data, resulting in agentic activist positionings. Extensive literature supports the benefits of an Arts‐rich environment, which can enable impactful social justice learnings and a deep awareness of social and political activism, particularly when they are experienced through contemporary artworks and artmaking practices. Such experiences and knowings can tie learning in, through and with the Arts directly to educational activism, where student voice and agency are foregrounded for the purposes of empowerment and disruptive, transformational learning. The findings of this study assert that young people at risk can co‐create and reimagine their educational experiences to engage in schooling more positively as Artivists.

中文翻译：

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 艺术主义童年


脱离主流学校教育的年轻人人数的增长正在达到临界比例。本文探讨了一个名为 The Walking A/r/tography Project 的儿童框架参与式调查，该项目旨在通过 a/r/tographic 映射以及随后在课堂工作室中的批判性和创造性体验，在昆士兰州东南部的一所特殊援助中学中挑战、赋权和吸引处于危险中的青年。这些年轻人被邀请作为研究人员参加该项目，他们收集、生成和分析数据，从而形成代理活动家的定位。广泛的文献支持艺术丰富的环境的好处，这可以促进有影响力的社会正义学习和对社会和政治激进主义的深刻认识，尤其是当它们通过当代艺术和艺术创作实践体验时。这样的经验和知识可以将艺术中、通过艺术和与艺术一起的学习直接与教育行动主义联系起来，在教育行动主义中，学生的声音和能动性被置于赋权和颠覆性、变革性学习的重点。这项研究的结果断言，处于危险中的年轻人可以共同创造和重新构想他们的教育经历，以作为艺术主义者更积极地参与学校教育。