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Characteristics Of Culturally Inclusive Art Education Pedagogy: A Historical Document Analysis Study, Fatemah A. Khawaji
Characteristics Of Culturally Inclusive Art Education Pedagogy: A Historical Document Analysis Study, Fatemah A. Khawaji
Theses and Dissertations
The objective of this mixed methods historical document analysis is to identify the characteristics of culturally inclusive art education pedagogy. Using the theoretical lenses of intersectionality, critical theory, and socially inclusive pedagogy, this study seeks to determine the reasons for the misapplication of diversity and inclusion in art education. Qualitative and quantitative methods are applied to the historical document analysis of National Art Education Association articles in two major journals: Art Education and Studies in Art Education. The findings indicate that for the last 20 years, 20% of the articles published in Studies in Art Education and 30% of …
Schooled In Silence, Patricia M. Amburgy, Wanda B. Knight, Karen Keifer-Boyd
Schooled In Silence, Patricia M. Amburgy, Wanda B. Knight, Karen Keifer-Boyd
Journal of Social Theory in Art Education
What is not said, is often more powerful than what is spoken about diversity, difference, and identity in U.S. classrooms. Examples are everywhere: Although no students of color may be enrolled in a course at a prominent research university, members of the class do not believe there is such a thing as institutional racism. A handful of women are discussed in course textbooks, all authored by men, but no one thinks it odd that only men have written accounts of women's achievements that appear on the syllabus. Gay, lesbian, bisexual, and transgendered people do not speak for themselves, either, in …
A Mountain Cultural Curriculum: Telling Our Story, Christine Bellengee Morris
A Mountain Cultural Curriculum: Telling Our Story, Christine Bellengee Morris
Journal of Social Theory in Art Education
Jim Wayne Miller, professor of English at Western Kentucky University, declared that school children in West Virginia have more exposure to other cultures than they do to their own. His concern was that, “Lack of knowledge about the area’s history helps perpetuate negative stereotypes about the region’s mountain people” (Associated Press, 1994). If the Mountain Culture, to which many of the students belong, is not reflected in the curriculum, their identity, voice, heritage, history, and arts are censored and the Mountain Cultural youth are rendered invisible in their own state. Results from a survey of three elementary schools located in …
Art Teaching For Peace And Justice, Kristin G. Congdon
Art Teaching For Peace And Justice, Kristin G. Congdon
Journal of Social Theory in Art Education
The social goals of peace and justice are not removed from art processes and products, and especially not from curricula in art classrooms. In this article, six topic areas are suggested for the art educator which further the causes of peace and justice: 1) Appreciating diversity; 2) Understanding that art creates individual and group identity; 3) Encouraging collaboration in art processes; 4) Working respectfully with the earth's ecosystems; 5) Analyzing art which deals specifically with war and violence; and 6) Promoting peace and justice through art.
Visibility And Invisibility In Art And Craft, Fiona Blaikie
Visibility And Invisibility In Art And Craft, Fiona Blaikie
Journal of Social Theory in Art Education
The visibility and invisibility or censorship of art and craft is determined by individual and group ontologies. Their production has often been constricted and/or defined by gender, class, culture, race, religion, and politics. In this paper, I am concerned with the visibility of varieties of art, design, and craft. I will examine censorship based on three criteria; gender, culture, and class, with the censorship of artwork because of gender being the dominant theme.