Power Through Visual Arts: Antiracist Education in Black and Brown Classrooms

• In Event: Spirit Murdering: How Racism Kills the Soul

Abstract

One obstacle in today’s realm of education is discussing the racist underpinnings that exist in schools. The presence of racism in white teachers, methods, policies, and programs continue the cycle of physical and psychological attacks that perpetuate the spirit murdering of Black and Brown children (Love, 2019). Within our schools, somehow it has been decided that students can't understand the complex and controversial topic and acts of racism and very few of them have the luxury of being shielded from the injustices pertaining to it. It has also been decided that the systemic erasure of Black and Brown bodies, culture, and expression is key to minimizing “disruptions” in schools today.

At Greendale High School in Wisconsin, school officials took down the artwork of an African American student entitled, “Racism.” Their work was described to reflect several derogatory terms used throughout U.S. history to describe African Americans. The actual assignment was to create a piece of art that tied to a social issue that would be provocative and lead to further discussion. In addition, the class was required to provide a reflection on the meaning behind the piece and the professional artist who inspired it. Within 90 minutes of it being displayed, everyone’s opinion about the student’s artwork seemed to matter except their own. The school’s Superintendent reported the student’s voice and critical thought towards racism to be a “substantial disruption.” The school official went on to mention the legal precedence districts have to remove items that have a questionable presence. The African American student was not offered any care or compromise. Instead, they were only offered criticism and isolation. Considering the piece of art was created with assistance and approval from the art teacher, I would argue that the student was robbed of everything they worked for and identified with the very moment their piece detached from the school’s wall.

Racism comes in so many forms and conditions that Black and Brown students need tools, now more than ever before, to heal from the internal and external injuries that result from racist happenings in schools. Throughout history, art has been used as communication that raises awareness about social justice issues related to racism. Artist Suzi Gabiik (1991) noted a growing cadre of contemporary artists interested in “socially interactive” art, which promoted ideas of socially responsive art and building community through listening and what she calls radical relatedness. She argued that for art to be useful it must channel creativity onto the concrete social tasks that need doing (Gabiik, 1991). This presentation will explore how the visual arts inform and capture the trauma of racism that Black and Brown students encounter in schools today. It will also discuss the intellectual and practical progression of anti-racist education that demonstrates how schools can use the arts in critical and transformative ways.

Author

• Matthew Robinson, University of Georgia - Athens