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

Session Type: Working Group Roundtable

Abstract

Guided by questions centered on critical identity awareness, community engagement, self-reflection, and positionality, this working group roundtable examines how art teachers use critical reflection to deepen their capacity to engage in justice-oriented art education. The four qualitative studies offer insights into how to better prepare and support art teachers as they reflect on how their racial and socio-cultural identities shape their teaching. Although situated in vastly different contexts, the studies included in this session suggest that deep critical reflection that engages in systemic analyses of power, positionality, and transformation has the potential to radically alter how art teachers can develop the necessary skills to engage in justice-oriented and equity-centered teaching.

Sub Unit

• SIG-Arts and Learning

Chair

• Marit Dewhurst, City College of New York - CUNY

Papers

• Making the Invisible Visible: Latina Art Teachers Navigating Issues of Oppression in the Workplace - Andrea E. Allen, Michigan State University

• Assessing the Perceived Impact of a Local, Community-Engaged Mural Project on Preservice Art Educators - Caitlin Black, Rhode Island School of Design

• Collaborative Feedback Loops: Using Teacher Action Research to Support Practice in Culturally Sustaining Art Pedagogy - Susan McCullough, Queens College - CUNY

• Aligning With Creative Practices: An Autoethnographic Journey of Critical Incident Moments in Art Classrooms - SoHee Koo, City College of New York - CUNY