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dc.contributor.authorBaird, Ron Corey
dc.description© 2018 Dr. Ron Corey Baird
dc.description.abstractThis study investigates how graffiti writing is learnt and how graffiti writers experience this learning. Drawing on the concept of communities of practice, it frames graffiti as a skillful and aesthetic practice that is learned in a communally- situated context. This shifts the focus from graffiti as a stigmatised practice to a demonstration of the expert knowledge that young men develop over time through their engagement with a learning community. The research consisted of semi-structured interviews and observations of graffiti practice with eleven male graffiti writers. The thesis argues that graffiti writing involves a wide range of cognitive, social, emotional and bodily skills. These skills coalesce at the site of practice where they in turn inform the learning of novice graffiti writers. This thesis shows that the way writers experience the learning of graffiti occurs within a highly masculine space that can serve to exclude women’s participation. By developing an understanding of the lived experiences of male graffiti writers, this research contributes new knowledge about youth cultural practice as a site of learning and production.en_US
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dc.subjectstreet arten_US
dc.subjectcommunities of practiceen_US
dc.subjectsituated learningen_US
dc.subjectobservational learningen_US
dc.subjectsocial learningen_US
dc.subjectembodied learningen_US
dc.subjectonline learningen_US
dc.subjectsocial mediaen_US
dc.titleReframing graffiti writing as a community practice: sites of youth learning and social engagementen_US
dc.typePhD thesisen_US
melbourne.affiliation.departmentMelbourne Graduate School of Education
melbourne.thesis.supervisornameWyn, Johanna
melbourne.contributor.authorBaird, Ron Corey
melbourne.accessrightsThis item is embargoed and will be available on 2021-04-11.

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