Breaking Organizational Silence: Speaking Out for Human Rights in NAEA

Autor/inn/en	Acuff, Joni Boyd; Spillane, Sunny; Wolfgang, Courtnie N.
Titel	Breaking Organizational Silence: Speaking Out for Human Rights in NAEA
Quelle	In: Art Education, 70 (2017) 4, S.38-40 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2017.1317556
Schlagwörter	Civil Rights; Violence; Social Bias; Racial Bias; Art Education; Art Teachers; Homosexuality; Sexual Orientation; Sexual Identity; Altruism; Empathy; Artists; Social Change; Creativity; Social Justice; National Organizations + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Gewalt; Racial discrimination; Rassismus; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Art teacher; Kunsterzieher; Kunsterzieherin; Homosexualität; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Altruistic behavior; Altruismus; Empathie; Artiste; Artist; Künstler; Künstlerin; Sozialer Wandel; Kreativität; Soziale Gerechtigkeit
Abstract	From the Pulse nightclub massacre to the brutal police killings of unarmed Black men, women, and children, the summer of 2016 saw a wave of deadly violence and hatred leveled at Black and lesbian, gay, bisexual, transgender, and queer (LGBTQ) communities. In the aftermath of this violence, which included prolific public dialogue across traditional and social media, the art education community as represented by the National Art Education Association (NAEA) was, by contrast, comparatively silent. In response to this silence, the authors--two White, queer women and one Black, heterosexual woman with leadership roles in NAEA's LGBTQ+ Issues Group and Committee on Multiethnic Concerns (COMC)--came together as allies to one another, seeking and offering support, and exploring possibilities for cultivating compassion and instigating action in the field of art education. They call for breaking the silence in art education with focused and intentional dialogue, especially at the organizational level. The purpose of this article is to explore the possibilities for cultivating compassion and instigating action in the field of art education. Largely, artists and art educators are active in communities, classrooms, and on the policy level, destabilizing power via visual images and disseminating counterstories that dismantle oppressive narratives about certain groups of people. The authors state that creative activity is not only a human right, it is a primary means of affirming selfhood and speaking truth to power, necessarily furthering social justice. Condemning acts of hate on an organizational level supports art teachers in doing the same on a classroom level, using creativity to speak to injustice. In turn, the relationship between creative activity and human rights is strengthened. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01