Abstract
This paper investigates and reflects on the methodologies employed, results achieved and
questions raised in two recent transformative educational interventions. Both
interventions fall under the broader Emerging Arts Activist Programme created by artist
and educator Farieda Nazier. Chewing the Cud, the first workshop, was held at the
Apartheid Museum in 2013 and facilitated by Nazier; the Angry Youth Workshop was
subsequently held with students of the New Nation School in Fietas, 2014, led by Mocke
J van Veuren with mentoring by Nazier and Cedric Nunn.
The authors compare the ways in which transformative processes and methods developed
in their own critical arts practice has influenced the design and delivery of the youthoriented
arts interventions mentioned above. Processes of conscientisation,
decolonisation, and the exercise of agency are explored through arts practices that
address the interface between historicity, the everyday and personal experience as a field
of critical discourse.
Through the analysis of creative outputs and student feedback, and reflection on
methodology, this paper forms part of an on-going project, which aims to develop and
test youth-focused critical pedagogies specifically focused on dealing with the aftermath
of Apartheid.