Promoting and Practicing Transformative Pedagogy in Art Education Research: A Practitioner Inquiry

• In Event: Transforming Arts Education: Meaningful Curriculum, Pedagogy, and Professional Development in and Through the Arts

Abstract

This mixed-methods practitioner inquiry aimed to facilitate transformative learning. The focus of this research was to investigate what influence participating in a semester-long social justice art education studio course may have on preservice and practicing art educators’ implicit (unconscious) and explicit (conscious) racial attitudes and understandings toward self and others. This research aimed to understand the role of transformative art education pedagogy in the critical examination of issues surrounding race and racism and its impact on transforming racial attitudes. The findings of this study indicated that exploring racial issues through transformative art education pedagogy can facilitate positive attitude change and help educators to become more comfortable with the topic of race and the idea of working with diverse populations.

Author

• NaJuana Prudencia Lee, University of Georgia