Please use this identifier to cite or link to this item:
https://www.um.edu.mt/library/oar/handle/123456789/97041
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Cassar, Joanne | - |
dc.contributor.author | Cremona, George | - |
dc.date.accessioned | 2022-06-03T08:23:06Z | - |
dc.date.available | 2022-06-03T08:23:06Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | Cassar, J., & Cremona, G. (2017). Multimodal perspectives on school community building through Graffiti. The International Journal of Civic, Political, and Community Studies, 15(3), 19-30. | en_GB |
dc.identifier.uri | https://www.um.edu.mt/library/oar/handle/123456789/97041 | - |
dc.description.abstract | Graffiti constitute a particular form of communication, which often conveys meanings in specific cultural contexts. This article presents a multimodal analysis of three graffiti images located in female lavatories of a higher education institution in Malta. Each visual has its own theme which revolves around issues related to (i) a sense of disappointment and dissatisfaction with life, (ii) a need for affection and commitment within romantic relationships, and (iii) sexual orientation and gay pride. Each visual contains drawings and written text and testifies to the need of female students to express themselves in environments, which go beyond formal education in classrooms. A multimodal reading of these visual images explores possible meanings of student’s artistic expressions aimed at voicing their feelings, doubts, struggles, perplexities, and hopes in relation to the issues they raised. We draw on a multimodal analysis to understand the contribution that images make to the understanding of how young people communicate with each other and how visual forms of self-expression could be linked to community building in education institutions. The study presents a number of implications on how peer interactions based on multimodal communication contribute to the understanding of students’ cultures that could lead to community-based learning. | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | Common Ground Research Networks | en_GB |
dc.rights | info:eu-repo/semantics/restrictedAccess | en_GB |
dc.subject | Graffiti -- Malta | en_GB |
dc.subject | Popular culture | en_GB |
dc.subject | Commercial art | en_GB |
dc.subject | Community and school -- Malta | en_GB |
dc.title | Multimodal perspectives on school community building through graffiti | en_GB |
dc.type | article | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder. | en_GB |
dc.description.reviewed | peer-reviewed | en_GB |
dc.identifier.doi | 10.18848/2327-0047/CGP/v15i03/19-30 | - |
dc.publication.title | The International Journal of Civic, Political and Community Studies | en_GB |
Appears in Collections: | Scholarly Works - FacEduLHE |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
Multimodal perspectives on school community building through graffiti.pdf Restricted Access | 799.82 kB | Adobe PDF | View/Open Request a copy |
Items in OAR@UM are protected by copyright, with all rights reserved, unless otherwise indicated.