Interacting With Art: How Teacher Candidates Make Meaning

• In Event: Teacher Education as a Lever for Equity and Social Justice

Abstract

In their foundational, multicultural education course, teacher candidates (TCs) are asked to address lived experiences of race, gender, economic status, sexual orientation, religion, and citizenship to prepare for future roles as teachers in PK-12 classrooms. This article examines how future educators, through a project known as Choice in Advocacy Discourse (ChAD), explore social justice and diversity through arts-based assignments, projects, and presentations.  As part of the learning process, TCs display their work in an on-campus art show, where interactions between their work and audiences allow for in-depth analysis of social justice and diversity issues.  Furthermore, analyzing written and verbal feedback of exhibit guests, preservice teachers learn interaction with community members as part of the education system.

Authors

• Scott Baker, St. Cloud State University

• Katherine T. Aleff, University of Wisconsin - LaCrosse

• Rachel R. Biermann, University of Wisconsin - LaCrosse

• Ali B. Brefka, University of Wisconsin - LaCrosse

• Elizabeth J. Greene, University of Wisconsin - LaCrosse

• Jackson T. Firer, University of Wisconsin - LaCrosse