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.
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.
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