Making the Invisible Visible: Latina Art Teachers Navigating Issues of Oppression in the Workplace

• In Event: Cultivating Art Teachers’ Identity Awareness Through Critical Reflection: Perceptions, Context, and Positionality in Art Education

Abstract

Objectives: The purpose of this study is to gain a better understanding of oppressive systems that still exist in K-12 art curriculum and instruction through experiences presented by K-12 Latina art teachers. Stories told by those who are not considered part of the dominant culture can be described as counter-narratives that provide different perspectives from within systems of oppression (Kraehe, 2015). Enabling Latina art teachers to tell their stories in their own words, creates the possibility of new story arcs to develop that can challenge master narratives and redesign paradigms better suited for a progressive society (Rolling, 2010). By situating this research within the context of social justice, further influenced by CRT and LatCrit Theory, it may become obvious how and why efforts toward equity, diversity, and inclusion continue to fall short and what the best steps are moving forward. Two research questions guide my study: In what ways do K-12 Latina art teachers perceive issues of racism and other forms of oppression inside the art classroom? And, in what ways do K-12 Latina art teachers navigate issues of racism and other forms of oppression in the art classroom?

Theoretical framework: The key theories and concepts that frame this study are Critical Race Theory, Latino Critical Theory, and Chicana Feminist Epistemology. These theories and concepts were selected because they place a strong emphasis on elevating the voices of oppressed groups and establish a link between the literature used for this study and its broader goals and significance. This study is focused on the experiences of Latina art teachers who teach in urban K-12 classrooms and sheds light on historical and current issues that face students and teachers in urban schools.

Methods: This is a qualitative research study that utilized narrative inquiry and pláticas to conduct meaningful interviews and produce rich data. Purposeful and convenience sampling was used to recruit participants who self-identify as Latina and currently teach in K-12 art classrooms. Data from the interviews was coded and analyzed to reveal common themes.

Data sources: Throughout this study, data was collected via structured interviews, semi-structured interviews in the form of pláticas, video and audio recordings of the interviews, transcriptions of the interviews, and a research journal.

Results: The analysis of interview data, in conjunction with the chosen theoretical framework and existing scholarship, revealed two prominent themes: "Feelings of Isolation" and "Strength in Solidarity." These themes indicate the presence of systems of marginalization within art education and underscore the critical importance of cultivating supportive communities to amplify the voices of marginalized individuals.

Significance: The insights derived from this study hold significant implications for the creation of professional development and teacher preparation programs. By incorporating these findings, such programs can effectively enhance support systems and retention rates for teachers of color, while also identifying and dismantling institutional injustices that perpetuate marginalization.

Author

• Andrea E. Allen, Michigan State University