Sprachsensibilität und Bilddidaktik am Beispiel von Graffiti & Street-Art

Abstract

In this article, graffiti & street art are conceptualized via visual and literacy practices (cf. Swertz  & Fessler, 2010, p. 21), addressing socially pressing topics such as migration, gender, climate, and sustainability (cf. Unesco, 2015). The central thesis is that this subcultural art form – at once ephemeral, inconspicuous and popular – offers a cross-disciplinary learning opportunity, particularly in fostering immediate and language-sensitive engagement with intercultural and power-critical perspectives. Street art and graffiti can be considered as formerly rebellious, now increasingly commercialized forms of political and social participation (cf. Halsey & Young, 2006). This article positions itself as an impulse for intercultural language didactics and research into language-sensitive teaching. The multimodal engagement with visually, linguistically, and culturally coded forms of street art and graffiti can be productively used not only within the framework of intercultural learning but also as experiences of ambiguity and critical thinking, ultimately promoting a conscious and reflective use of language (cf. Jahn & Cursio, 2021, p. 104; BMBWF, 2021).