Preparing White Preservice Art Educators to Teach in Urban Classrooms

• In Event: Teacher Preparation in Low-Performing Urban Settings

Abstract

White Midwestern preservice art education students analyze the role race, class and White privilege play within society before participating in clinical observation hours within two urban high school art classrooms. A mixed method action research study determined that self-reflection, combined with urban clinical hours increased preservice art educators’ racial awareness and intensions to teach within an urban environment.

Author

• Judith Ann Briggs, Illinois State University