Histories of Race and Racism in the Arts in Education: Colonialisms, Subjectivities, and Cultural Resistances

Travis, Sarah; Gaztambide‐Fernández, Rubén

doi:10.1007/978-3-319-65256-6_2

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…As we seek to continue the challenging of the arts as neutral and merely decorative, especially in schools, we also note the racial and cultural liberatory possibilities of arts in education alongside what Gaztambide-Fernández et al (2018) named as the field's reluctance “to reckon with its racist past and white supremacist present” (p. 2). Despite the fact that researchers, educators, and artists have long critiqued the arts and provided liberatory perspectives, arts in education in the United States often continue to marginalize and erase these perspectives, wherein “the arts” and artistic value and engagements are associated with Eurocentric perspectives (Kraehe et al, 2018; Kraehe & Herman, 2020; Travis & Gaztambide-Fernández, 2018). In this inquiry, we acknowledge that awareness and racial literacies may provide a reimagining through art, while also being aware of ourselves and the power structures within society.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

“Our Voice and Dreams Matter”: Supporting Youths’ Racial Literacy

Marciano

Johnson

Beymer

2023

Journal of Literacy Research

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This qualitative study examines how youth participants in an ongoing community-based literacy initiative sought to increase awareness of racial justice among residents of their subsidized housing community in support of the Black Lives Matter movement in summer 2020 and throughout the 2020–2021 academic year. We utilize theories of racial literacy and critical arts-based literacy to examine youths’ engagement in 44 weekly two-hour-long Zoom sessions of the literacy initiative held between June 2020 and June 2021. Specifically, we examine how youths designed, facilitated, and participated in critical arts-based literacy projects related to children's and young adult literature they chose to read focused on racial justice. Findings contribute new insights into youths’ enactments of racial literacy, possibilities for art-making to support youths’ racial literacy, and the urgent need for literacy instruction responsive to youths’ voices and dreams, particularly during times of crisis.

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Section: Theoretical Perspectivesmentioning

confidence: 99%

“Our Voice and Dreams Matter”: Supporting Youths’ Racial Literacy

Marciano

Johnson

Beymer

2023

Journal of Literacy Research

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“…This rarefication of artist identities places limitations on who can access an artist identity, but also circumscribes who an artist is and even what art is. Narrow conceptualizations reinforce mythologies around "the arts as 'white property'" (Gaztambide-Fernández, Kraehe, & Carpenter, 2018, p. 1; see also Harris, 1995) belonging to the creative, individualist, genius artist who is historically framed as a White male (Travis & Gaztambide-Fernández, 2018). This imagined vision of who an artist is or should be is restrictive and may lead to artist "identity foreclosure" (Charland, 2010;Marcia, 1966;Rolling & Bey, 2016) or a dismissal or a giving up of an artist identity before fully exploring the possibility that one could adopt or adapt such an identity.…”

Section: )mentioning

confidence: 99%

Whiteness, Artist Identities, and Artworld Spaces

Travis

2019

Journal of Cultural Research in Art Education

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This paper considers a research study into the artist identity formation in young people engaged in a teen arts internship program at a contemporary arts center in post-Katrina New Orleans using the construct of whiteness to examine access to artist identities and artworld spaces. Art has always been embedded into the cultural and spiritual practices of people’s everyday lives. Yet, modern and contemporary artworld identities and spaces have been shaped by exclusionary and oppressive practices. In the city of New Orleans, there is a persistent presence of African American art and cultural practices that thrive outside of artworld institutions. And yet, as this study demonstrates, artworld identities and spaces within the city of New Orleans and beyond, even when they espouse social justice orientations, often remain within the milieu of whiteness and related power structures.

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Possibilities and problems of using drama to engage with First Nations content and concepts in education: A systematic review

Hradsky

Forgasz

2022

Aust. Educ. Res.

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Educators around the world are increasingly considering and seeking ways to challenge their role in the colonial project. Some have turned to embodied pedagogies as a way to encourage holistic, relationships-based learning in academies which traditionally prioritise cognitive, objective knowing. This review analyses 27 studies, published between 2007 and 2020, that draw on drama-based pedagogies to engage with First Nations content and concepts in early childhood, primary, secondary, and tertiary institutions. We found that drama provides powerful but often risky and unpredictable ways to enhance student, educator, and community learning, engagement, emotions, and relationships. The educator’s role is vital to enabling or preventing outcomes which contribute to the survival, dignity, and well-being of First Nations peoples. Ethical guidelines and issues must be carefully considered by anyone attempting to work in this complex, awkward space.

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Histories of Race and Racism in the Arts in Education: Colonialisms, Subjectivities, and Cultural Resistances

Cited by 4 publications

References 8 publications

“Our Voice and Dreams Matter”: Supporting Youths’ Racial Literacy

“Our Voice and Dreams Matter”: Supporting Youths’ Racial Literacy

Whiteness, Artist Identities, and Artworld Spaces

Possibilities and problems of using drama to engage with First Nations content and concepts in education: A systematic review

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