- Browse
Search
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse Sessions by Descriptor
Browse Papers by Descriptor
Browse Sessions by Research Method
Browse Papers by Research Method
- Information Menu
Search Tips
Annual Meeting Housing and Travel
- Navigation and Settings Menu
Personal Schedule
Change Preferences / Time Zone
Sign In
- Social Media Menu
Facebook
X (Twitter)
Voice, Equity, and Critical Consciousness: Antiracist Arts Education and Culturally Sustaining Pedagogy
Fri, April 9, 4:10 to 5:40pm EDT (4:10 to 5:40pm EDT), SIG Sessions, SIG-Arts and Learning Paper and Symposium SessionsSession Type: Paper Session
Abstract
The research reported in this session centers race as fundamental to learning in arts education contexts. Individual papers stress the importance of identifying educational inequities, fostering students' critical consciousness and voice, and encouraging teachers' critical reflective practice for antiracist arts education and culturally sustaining pedagogy.
Sub Unit
Chair
Papers
Surveying the Art History Mystery: Teaching Methods, Value, and Creative Inequality - Alysha Meloche, Drexel University; Toni A. May (Sondergeld), Drexel University
Making Art and Seeing Voice During a Seventh-Grade Multimodal Literacies Curriculum Unit - Stephanie F. Reid, University of Montana - Missoula
Critical Reflective Practice in Art Teacher Education - Sarah T Travis, University of Illinois at Urbana-Champaign; Emily Jean Hood, Appalachian State University
Revising Feedback Protocols: Antiracist Arts Education and Culturally Sustaining Pedagogy - Betsy Maloney Leaf, University of Minnesota - Twin Cities; Nora Schull, Minneapolis Public Schools; Macarre Traynham, Minnesota Department of Education; James W. Bequette, University of Minnesota; Ted Hansen, Minneapolis Public Schools
Raising Voice and Power (Sometimes): Teaching Artists' Instruction With Students of Color - Manuel Simons, Brooklyn College