PhD Oral Exam - Elsy Zavarce, Art Education

When studying for a doctoral degree (PhD), candidates submit a thesis that provides a critical review of the current state of knowledge of the thesis subject as well as the student’s own contributions to the subject. The distinguishing criterion of doctoral graduate research is a significant and original contribution to knowledge.

Once accepted, the candidate presents the thesis orally. This oral exam is open to the public.

Abstract

This dissertation investigates how innovative Socially Engaged Art (SEA) practices can cultivate a sense of community and place within rapidly transforming urban environments, focusing on Griffintown, Montreal—a historically post-industrial neighbourhood undergoing significant redevelopment. Employing Art-Based Action Research (ABAR) as its methodological framework, the study examines how art interventions can inspire social change and fortify community bonds. Three SEA interventions—a photography workshop, a collective mapping exercise, and a virtual open call—engaged diverse participants, fostering reinterpretations of Griffintown's spaces and cultivating connections among its evolving communities. Through iterative refinement and formative evaluations, the research deepened insights into the potential of SEA to foster meaningful community engagement. By fostering creativity, critical thinking, and dialogue, the interventions built a sense of place and community and contributed to the broader discourse on art's role in society. Findings highlight SEA's capacity to nurture a sense of belonging and collective identity, particularly in areas experiencing rapid urban transformation. The study emphasizes the role of socially engaged artists as curators and educators who facilitate dialogue, social integration, and cultural resilience. This dissertation advocates for curatorial practices that prioritize inclusivity, participation, and the empowerment of marginalized communities, proposing a model for curating SEA that bridges artistic, educational, and community-building endeavours. By addressing the intersections of art education, urban pedagogy, community engagement, and cultural policy, this work offers new frameworks for developing SEA interventions that promote cultural democracy and social change. This research's theoretical and practical contributions provide valuable insights for artists, educators, institutions, and policymakers, paving the way for inclusive, sustainable, and participatory pluralism in urban contexts.