Critical Reflective Practice in Art Teacher Education

• In Event: Voice, Equity, and Critical Consciousness: Antiracist Arts Education and Culturally Sustaining Pedagogy

Abstract

In this paper, the authors present preliminary findings from a study that investigates critical reflective practice in art teacher education. Critical reflective practice in education involves self-evaluation of the ways in which relations of power around racial, social, cultural, and economic factors inform teaching and learning with a goal of transforming practice. This study asks the following questions: What are some of the key characteristics of critical reflective practice for art educators? What are some of the outcomes of implementing critical reflective practice in art teacher education? Through these questions, the study examines critical reflection into how aspects of identity situated around structures of power manifest within the context of art education with a goal of transforming practice.

Authors

• Sarah T Travis, University of Illinois at Urbana-Champaign

• Emily Jean Hood, Appalachian State University