Theoretical Considerations for Art Education Research with and about “Underserved Populations”

Kraehe, Amelia M.; Acuff, Joni Boyd

doi:10.1080/00393541.2013.11518904

Cited by 44 publications

(17 citation statements)

References 51 publications

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“…Often children who have the fewest resources are the ones who need it most but do not receive it. (Kraehe, & Acuff, 2013).…”

Section: Challenges In Building Steam Afterschool and Summer Programsmentioning

confidence: 99%

STEAM Education Afterschool and Summer Learning

Hunter-Doniger¹

2019

steam

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This article discusses the potential of STEAM education in afterschool and summer learning programs. The author suggests artistic methods and pedagogies that can be implemented in the programs, such as TAB (teaching artistic abilities), art infusion, and Studio Thinking. Challenges are brought forward and essential factors are suggested for STEAM programs. This article outlines STEAM afterschool and summer programs as spaces that invite, encourage and provide a safe learning environment where the students have more freedom to explore and get a deeper understanding of the arts and other disciplines.

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“…Often children who have the fewest resources are the ones who need it most but do not receive it. (Kraehe, & Acuff, 2013).…”

Section: Challenges In Building Steam Afterschool and Summer Programsmentioning

confidence: 99%

STEAM Education Afterschool and Summer Learning

Hunter-Doniger¹

2019

steam

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“…By centering and exposing Whiteness as a cultural text (Hall, 1996), I also aimed to counter and reframe a multicultural method within pre-service art education (Acuff, 2018;Kraehe & Acuff, 2013) that advances justice-oriented work and examines the hegemonic system of Whiteness. Further, I believed that students should examine the visual-relational aspects of race, in order to uncover its inherent power in the construction of racial identity narratives.…”

Section: Visual Culture Art Education: Curricula Centered In Examinin...mentioning

confidence: 99%

“…Through multicultural educational efforts, there exists a plethora of literature which encourages White pre-service teachers to examine the lives of "other" people and also methods for engaging with racially/culturally minoritized groups (Delpit, 2006;Kraehe & Acuff, 2013). Yet, even with research that examines White racial identity (Bloom, Peters, Margolin & Fragnoli, 2015;Fasching-Varner, 2012Groff & Peters, 2012;Lawrence, 1997;Rieger, 2015;Seidl & Hancock, 2011), there seems to be fewer educational investments tied to critically unpacking hegemonic Whiteness within pre-service (and in-service) learning environments.…”

Section: Confronting Whiteness: Expose Examine and Challengementioning

confidence: 99%

Pre-service Art Education: Examining Constructions of Whiteness in/through Visual Culture

Wilson

2019

Journal of Cultural Research in Art Education

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In this paper, I describe an arts-based curricular project taught to ten White-identifying and two non-White-identifying pre-service art teachers in Fall of 2018. The curriculum used a cultural studies framework to examine Whiteness as both a hegemonic cultural construction and identity construct. As a means to expand an arts-based pedagogy and curriculum, I utilize film as a pedagogical tool, and the circuit of culture, as a framework to reveal the power inherent within various “moments” or processes of visualization culture. By using this framework, students analyzed, exposed and challenged White supremacist ideologies and were given a contemporary way to examine Whiteness and the power invested in its creation and how this investment impacts every part of their personal and professional lives. Three key cultural analyses of Whiteness are offered in this paper. In sum, I propose the necessity of development of Whiteness art education curricula in support of critical multicultural methods and give suggestions of next steps for art education.

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“…The scenarios in New Orleans, LA and Richmond, VA as described above show how cities are grappling with racist works of art and racist school names. Within the context of art education, many scholars point out that our field has historically sidestepped conversations about race and difference (Alfredson & Desai, 2012;Knight, 2006;Kraehe & Acuff, 2013). Recently, more scholars have begun to employ CRT, drawing on the foundational work of Kimberlé Williams Crenshaw (1991) to challenge the status quo.…”

Section: Relationship To Art Educationmentioning

confidence: 99%

“…Current art education scholars look to issues of teacher and personal identity, cultural representation, the curriculum, the display of objects, histories of art education, and community-based programs, among others, as systems of oppression (Acuff, 2013;Chernoff, 2015;Desai, 2000Desai, , 2010Kraehe, 2015;Kraehe & Acuff, 2013;Levenson, 2014;Spillane, 2015;Stankiewicz, 2013). In discussing some racialized aspects of community-based art programs, Carolyn Chernoff (2015) notes, "The social context of teaching (a diverse, divided America) cannot help but influence what happens in the classroom" (p. 98).…”

Section: Art Education and Critical Race Theorymentioning

confidence: 99%

Contemporary Culture Wars: Challenging the Legacy of the Confederacy

Buffington

2017

Journal of Cultural Research in Art Education

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This paper focuses on the ongoing culture war related to representations of the Confederacy and those who fought for white supremacy since the end of the Civil War. Throughout the United States, and particularly in the southern states, there are physical reminders of the Confederacy on public land that take many forms, including monuments and the names of schools. The author shares two in-depth examples of community response grappling with this history and suggests Critical Race Theory as a lens through which to unpack the political nature of the built environment. Through studying the work of contemporary artists who challenge symbols of the Confederacy, students can engage in ongoing dialogues with regional and national implications.

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Theoretical Considerations for Art Education Research with and about “Underserved Populations”

Cited by 44 publications

References 51 publications

STEAM Education Afterschool and Summer Learning

STEAM Education Afterschool and Summer Learning

Pre-service Art Education: Examining Constructions of Whiteness in/through Visual Culture

Contemporary Culture Wars: Challenging the Legacy of the Confederacy

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