Intersectionality for Art Education: A Manifesto for Engaging Homeplace through Hip-Hop Feminist Arts Praxis

Autor/inn/en	wilson, gloria j.; Zuñiga-West, Flavia
Titel	Intersectionality for Art Education: A Manifesto for Engaging Homeplace through Hip-Hop Feminist Arts Praxis
Quelle	In: Art Education, 76 (2023) 1, S.14-22 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (wilson, gloria j.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2022.2132792
Schlagwörter	Music; Feminism; Art Teachers; African American Teachers; Art Education; Intersectionality; Creativity; Imagination; Ethics; Teaching Methods; Learning Processes; Educational Change; Racism; Aesthetics; Power Structure; Visual Arts + Suchen Sie Ihr Suchwort? Musik; Feminismus; Art teacher; Kunsterzieher; Kunsterzieherin; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Kreativität; Ethik; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsreform; Rassismus; Ästhetik; Optische Gestaltung
Abstract	Creative thought leaders and educators have readily invited and challenged humans to harness the imagination as a way to envision otherwise. Ethical teaching and learning processes demand creating equity along a continuum of critical and creative practices (Freire, 1970/2014; hooks, 2009; Love, 2019). Some in the field of art education have taken up such calls and have responded to complex humanitarian issues, specifically anti-Blackness racism, using critical frameworks that demand change in the arts in education (Kraehe & Herman, 2020; Rolling, 2020). Revealing systemic inequities and thereby demanding fresh approaches for understanding the lived experience in and through the arts in education, one such framework, intersectionality, has received fresh attention, partly because of COVID-19 and the resurgence of the #BlackLivesMatter movement. Specifically, Black women art educators (Peoples of the Global Majority) have begun to shift the discourse in the field to document the complexity of lived experiences using intersectional feminist frameworks (Acuff, 2018; Coleman & Wilson, 2020; Wilson, 2020). The authors suggest that change in art education requires reconsidering what aspects count as essential arts tendencies and knowledges, and whom these tendencies may or may not serve. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01