International Forum on Artistic Research
17th Conference of the Society for Artistic Research (SAR)
Submission Number: 172
Submission ID: 224
Submission UUID: a38431ac-4d7b-4e03-ae8b-dfa82c99656f

Created: Thu, 26 Feb 2026 - 01:23
Completed: Sun, 1 Mar 2026 - 13:29
Changed: Wed, 13 May 2026 - 08:14

Remote IP address: 137.132.26.58
Submitted by: Anonymous
Language: English

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Given name Christine
Surname Vicera
Email cnvicera@gmail.com
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Title Refusing “Diversity Day”: Creative Pedagogy as a Site of Epistemic Intervention
Format Project presentation
Main language English
Abstract Based on ethnographic findings from artistic research conducted with South and Southeast Asian youth in Hong Kong (HK), the paper examines how creative pedagogy intervenes in what Fricker (2007) calls hermeneutical injustice. That is, “when a gap in the collective interpretive resources puts someone at an unfair disadvantage when it comes to making sense of their social experiences.” (p. 1). In HK’s context, where minoritised ethnic individuals and communities are often expected to present their lives in ways that are legible within its framework of diversity, inclusion, and multiculturalism, this paper attends to the excess: what happens to the embodied and affective dimensions of our being––ambivalence, anger, in-betweenness, opacity––that remain unsayable because they not fit into the neoliberal language of diversity?
Drawing on Black feminist thought, this paper argues that creative pedagogy cultivates dialogical spaces in which “subjugated knowledges,” to borrow Hill Collins’ (2000) formulation of the term, can be articulated beyond commodified and institutionally managed scripts of diversity. It first traces the emergence of diversity governance in HK as one of the structural conditions that produce the hermeneutical gaps which delimit how diverse ethnic groups make sense of their experiences. Then, it positions creative pedagogy as a site of epistemic and political intervention within the broader genealogy of Paolo Freire’s critical pedagogy. In doing so, the paper demonstrates how creative pedagogy produces epistemic friction that enables participants to renegotiate or refuse institutional vocabularies of diversity, thus opening up the hermeneutical field.
This paper contributes to debates in artistic research by positioning creative pedagogy and artistic research as a mode of theorising that enlarges what can be thought, felt, and spoken within—and against—neoliberal racial governance.
Link to the Exposition https://www.researchcatalogue.net/profile/show-exposition?exposition=4226444
Image DJE02527.JPG
Short biographies of the presenter(s)
  • Christine is a Filipino-Hong Kong writer and co-founder of be/longing, a community arts-for-education lab that creates spaces for critical public pedagogy through storytelling and the arts. Her work responds to the historical exclusion of Hong Kong’s minoritised im/migrant communities, and sits at the intersection of memory, migration, and global racial capitalism. She is currently pursuing a PhD in Cultural Studies in Asia at the National University of Singapore, where her project Cartographies of Kapwa explores Filipino im/migration hi(stories) to Hong Kong to interrogate how racial hierarchies are constructed and reproduced, and how processes of racialisation operate across broader Asian social, political, and historical contexts.
  • Lisa Y.M. Leung is Associate Professor of Department of Cultural Studies, Lingnan University Hong Kong. She has researched and published extensively in the area of transnational media circulation. Her recent research focuses on race, minority, migration. She is co-author of the book Understanding South Asian Minorities in Hong Kong (HKU Press, 2014), and single author of Ethnic Minorities, Media and Participation: Creative Belonging in Hong Kong (Routledge, 2021). In recent years, she has been researching on, and publishing about, the added precarities facing racial minority workers in the age of digitized platform capitalism.
Previous presentations or iterations of the research NA
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