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Art Education: Power, Privilege, and Equity Resources for Art Education

This guide is intended to provide information, resources, and historical context for teachers who want to address issues of power, privilege, and equity in their classroom.

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On this page you'll find a list of articles that address issues of power, privilege, and equity in pedagogy. Some themes include: critical race theory, art pedagogy, feminist pedagogy.

Journal Articles

Acuff, J. B. (2014). (Re)Constructing Cultural Conceptions and Practices in Art Education: An Action Research Study. ​Visual Arts Research, ​40(2), 67-78.

Acuff, J.B. (2013).  Discursive underground: Re-transcribing the history of art education using critical multicultural education.  Visual Inquiry: Learning & Teaching Art 2(3), 219-231.

Chapman, T. K. (2007). Interrogating classroom relationships and events: Using portraiture and critical race theory in education research. ​Educational Researcher, ​36(3), 156-162. Collins, P., & Bilge, S. (2016). ​Intersectionality. Malden, MA: Polity.

Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. ​University of Chicago Legal Forum, 1989(1)8. 139-167

Daichendt, G.J., Funk, C., Holt, A., Kantawala, A. (2013).  Critical re-framing of art education histories.  Visual Inquiry: Learning & Teaching Art, 2(3), 197-200.

Darts, D. (2004). Visual culture jam: Art, pedagogy, and creative resistance. Studies in Art Education, 45(4), 313-327.

Davis, D. E. (2009). Preparing White Student Teachers through a Critical Consultative Interaction Model. International Journal of Progressive Education, 5(2), 2.

Dewhurst, M. (2010). An Inevitable Question: Exploring the Defining Features of Social Justice Art Education. Art Education, 63(5), 6-13.

Desai, D., & Chalmers, G. (2007). Notes for a dialogue on art education in critical times. Art Education, 60(5), 6-12.

Desai, D. (2010). The challenge of new colorblind racism in art education. ​Art Education, ​63(5), 22-28.

Eldridge, L (Summer, 2001).  Dorothy Dunn and the Art Education of Native Americans: Continuing the Dialogue.  Studies in Art Education, Vol. 42, No. 4, pp. 318-332.

Grant, A.W. and Kee, J.B. (2013).  Black artists of the Harlem Renaissance in western survey textbooks: Narratives of omission and representation.  Visual Inquiry: Learning & Teaching Art  2(3), 233-246.

Katz, T. (2005). Unbecoming white:  Exposing the power and privilege in my own Eurocentric education. The Journal of Social Theory in Art Education, 25, 97-111.

Knight, W. B. (2006). E(raced) bodies in and out of sight/cite/site. The Journal of Social Theory in Art Education, (26), 323.

Knight, W. B. (2006). Using contemporary art to challenge cultural values, beliefs, and assumptions. Art Education, 59(4), 39-45.

Kraehe, A. M. (2015). Sounds of silence: Race and emergent counter-narratives of art teacher identity. ​Studies in Art Education, 56(3), 199-213.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. ​American Educational Research Journal, ​32(3), 465-491.

Lee, N. P. (2013). Engaging the pink elephant in the room:  Investigating race and racism through art education. Studies in Art Education, 54(2), 141.

López, V. (2009). The hyphen goes where: Four stories of the dual-culture experience in the art classroom.  ​Art Education, 62(5), 19-24.

Marshall, L. (2014). Art as Peace Building. Art Education, 67(3), 37.

Nordlund, C., Speirs, P., & Stewart, M. (2010). An invitation to social change: Fifteen principles for teaching art. Art Education, 63(5), 36-43.

Parker, L., & Stovall, D. O. (2004). Actions following words: Critical race theory connects to critical pedagogy. Educational Philosophy and Theory, 36(2), 167-182.

Pollack, T. M. (2012). The miseducation of a beginning teacher: One educator's critical reflections on the functions and power of deficit narratives. Multicultural Perspectives, 14(2), 93-98.

Robertson, D. (2015).  Invisibility in the color-blind era: Examining legitimized racism against indigenous peoples. ​American Indian Quarterly, 39(2).

Rolling, J. H. (2009). One of these things is not like the other: Art education and the symbolic interaction of bodies and self-images. Journal of Social Theory in Art Education, 28/29, 12-29.

Smith, P. (Summer, 1988)The Role of Gender in the History of Art Education: Questioning Some Explanations.  Studies in Art Education, Vol. 29, No. 4 (Summer, 1988), 232-240.

Stankiewicz, M.A.,   Negotiating historical interpretation and White privilege in histories of art education.  Visual Inquiry: Learning & Teaching Art, 2(3), 207-218.

Sue, D.W., Capodilupo, C.M., Torino, G.C., Bucceri, J.M., Holder, A.I.M., Nadal, K.L., and Esquilin, M. (May-June 2007).  Racial Microagressions in Everyday life.  American Psychologist. 62(4), 271-286. 

Taylor, P. G. (2000). Madonna and hypertext: Liberatory learning in art education. Studies in art education, 41(4), 376-389.

Ann Maria Villegas and Tamara F. Lucas, 2004, Diversifying the Teacher Workforce: a retrospective and prospective analysis. In the Yearbook of the National Society for the Study of Education, 103 (1), 70-104.

Quinn, T. (2005). Biscuits and crumbs: Art education after Brown v. Board of Education. Studies in Art Education, 46(2), 186-190.

Wickrama, K. A. S., Simons, L. G., & Baltimore, D. (2012). The influence of ethnicity and adverse life experiences during adolescence on young adult socioeconomic attainment: The moderating role of education. Journal of youth and adolescence, 41(11), 1472-1487.

Core Research Databases - Find Articles

Core Research Databases - Find Articles
Below is an abbreviated list of research databases offered through Decker Library. These research databases offer articles, images, and data. To see more databases, take a look at the full list on our site. Your local public library card will grant you access to other databases as well.

Note: These databases are made available through Decker Library. You might be asked to login with your MICA username and password.

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Research Help: 410-225-2273 / refer@mica.edu | General Questions: 410-225-2272 / circ@mica.edu

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