Antiracist Arts Education: Connecting Teacher Training to District-Level Professional Development

• In Event: Equity, Relevance, and Playfulness in Art Education

Abstract

This paper addresses the implications of anti-racist arts education by examining how key takeaways developed from professional development work with practicing arts educators informed program experiences in a university’s arts licensure program. We examined how arts teacher candidates developed tools to redress racial inequity after their school-related field work afforded contact with in-service arts teachers engaged in professional development to foster antiracist teaching. Our research addresses the following question: How can district-level professional development inform teaching training programs by providing teachers candidates with access to innovative approaches to anti-racist education? By suggesting arts teacher candidates can learn alongside current arts teachers to develop capacity as anti-racist educators, our research contributes to discourses on professional development, teacher training, and arts education.

Authors

• Betsy Maloney Leaf, University of Minnesota

• James W. Bequette, University of Minnesota