Junior Art Education Faculty Members’ Tensions in Teaching Toward Social Justice

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Abstract

Despite the moral and intellectual significance of their work, and the diversity of their identities and work contexts, research has not yet sufficiently explored how collegiate art education faculty members learn to develop personally authentic art teacher education pedagogy, particularly in relation to teaching towards social justice. I present findings from a qualitative multiple case study involving early-career art education faculty members, highlighting their reported challenges teaching social justice content. Analysis of interview and questionnaire data revealed that participants’ social justice-related tensions were predominantly influenced by discrepancies between (1) their established pedagogical intentions and institutional/contextual expectations they had not fully anticipated, and (2) their own, and others’ values about art, social justice, and art education.

Author

• Nicole P. Johnson, Teachers College, Columbia University