“Mirrors and Windows": A Case Study of Educator’s Culturally Responsive Teaching Aspirations and Syllabi Transformation in the Arts

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Teachers' Practices and Experiences in Arts Education (Table 7)

Abstract

This qualitative case study explored educators’ aspirations to develop skills to effectively transform pedagogy in the arts toward culturally responsive and culturally sustaining praxis. Twenty-four educators participated in a 20-hour online training that engaged diverse artworks from the Arturo.org print collection, read culturally responsive scholarship, dialogued with each other, and transformed lesson plans. Twenty of those educators participated in dyadic interviews to develop deeper understanding of cultural identities and pedagogical changes to shape positive cultural identities for diverse students. Through an analysis of participant statements, findings demonstrated ways art can be used as a medium for teaching for social justice, the need for intentional educator self-reflection that anticipates challenges of ban culture, authoritative sourcing for curriculum development, and avoid cultural exploitation.

Authors

• Valdijah Q. Ambrose Brown, Thaddeus Stevens College

• Tajma Cameron, Morgan State University

• Jen Katz-Buonincontro, Drexel University

• Ross C. Anderson, Creative Engagement Lab