Artivism in Action: Preparing Elementary Pre-Service Teachers to Teach Critically through Arts Integration

• In Event: Varieties of Arts-Integrated Learning Experiences

Abstract

This study investigates how elementary pre-service teachers (PSTs) conceptualized and enacted artivism—art as activism—in a social studies methods course. Using collage-making, written reflections, and lesson design, participants engaged with and critiqued artivism as a form of arts-integrated pedagogy. Findings reveal that while PSTs embraced art to raise awareness, few leveraged it to inspire action, and race was notably absent from most of their art. However, findings also highlighted the potential of arts-integrated social studies to foster student voice, build relationships, and support culturally responsive pedagogy. Taken together, these findings reveal opportunities to deepen civic engagement and reimagine teacher preparation for justice-centered classrooms.

Authors

• Abigail Stebbins, The Ohio State University

• John Samuels, Kennesaw State University