Discovering How Black Lives Matter: Embracing Student Voice in the Art Room

Autor/in	Filbin, Deborah N.
Titel	Discovering How Black Lives Matter: Embracing Student Voice in the Art Room
Quelle	In: Art Education, 74 (2021) 1, S.19-25 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Filbin, Deborah N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2020.1825596
Schlagwörter	Art Education; Social Justice; Teaching Methods; Racial Bias; Action Research; Art Products; Student Centered Learning; Inclusion; High School Students; Reflective Teaching; Social Problems + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Racial discrimination; Rassismus; Projektforschung; Künstlerische Produktion; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Inklusion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Social problem; Soziales Problem
Abstract	Many scholars and educators are moving toward an anti-oppressive paradigm in art education, transitioning away from imposing norms in an effort to think more creatively about teaching practices and classroom culture (Kraehe, 2019). Reflecting deeper on her position as a White, middle-class, female teacher who taught in an underserved community, the author asked her students to share what they thought about her teaching methods and if they genuinely felt they were respected. Two students were eager to share their thoughts and interrogate their personal experiences related to race and how they critically questioned societal norms through their artwork. They volunteered to participate in action research throughout the remainder of the school year. To structure this research, the author conducted a case study with the two students, Southside Savior and David-James. These students were willing to share the reality they experienced growing up as young Black urban men in the context of the #BlackLivesMatter movement and how their artwork visually narrated their individual experiences. The author regularly analyzed their artwork with them and asked follow-up questions about their work's meaning to ensure understanding of their intentions to avoid projecting assumptions. By conducting this research, the author aimed to gain a better understanding of what interactions took place in the classroom with respect to race and class to continue to develop a more student-centered pedagogy based on inclusive practices that welcomed the voices of all students (Kraehe, 2019). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01