-To critically investigate identity as a social construct, especially as a means of better understanding one’s positionality (as a teacher/artist/researcher) in relation to social others

-To critically investigate the ways that social norms, constructs, and discourses generate structural inequities and oppression, and identify implications for art/education in schools, communities, and other institutions

-To identify the range of issues encompassed in multicultural education and the arts, including but not limited to race, class, gender, sexuality, and cultural marginalization

-To critically review the historical role of art/education in relation to issues of multiculturalism

-To explore the contemporary role of art/education in relation to issues of multiculturalism

-To critically engage with resources and materials relevant to multicultural art/education

-To explore artistic modes for engaging learners in critical multicultural investigations

-To develop the capacity to plan and lead an art educational experience as a critical multicultural endeavor informed by course concepts

-To synthesize course knowledge through visual/verbal expression guided by a relevant theoretical framework (e.g., critical race theory, critical pedagogy, critical multiculturalism)

This course is designed to prepare students to formulate an understanding of art/education as a cultural endeavor informed by issues of race, class, gender, and cultural marginalization in both historical and contemporary society. Course readings and discussions begin more broadly with issues of equity, oppression, and multiculturalism in education before moving into the role of art and art education in relation to these issues. Past versions of multiculturalism are investigated through a critical lens, and current pedagogical, curricular, and artistic approaches are introduced.

During the course, students pursue critical investigations through readings, discussions, and activities that gradually build their knowledge with the ultimate goal of applying this knowledge through major projects in the latter part of the course. Examples of major course projects include, but are not limited to: requiring students to plan and lead an art educational experience as a critical multicultural endeavor informed by course concepts; and asking students to synthesize course knowledge by writing a scholarly article or developing an arts-based inquiry guided by a relevant theoretical framework.

Although art education in schools is emphasized, students are encouraged to pursue and expand course content as it applies to their interests in contexts such as community arts, museums, artistic practice, and social/cultural/political activism.

-To critically investigate identity as a social construct, especially as a means of better understanding one’s positionality (as a teacher/artist/researcher) in relation to social others

-To critically investigate the ways that social norms, constructs, and discourses generate structural inequities and oppression, and identify implications for art/education in schools, communities, and other institutions

-To identify the range of issues encompassed in multicultural education and the arts, including but not limited to race, class, gender, sexuality, and cultural marginalization

-To critically review the historical role of art/education in relation to issues of multiculturalism

-To explore the contemporary role of art/education in relation to issues of multiculturalism

-To critically engage with resources and materials relevant to multicultural art/education

-To explore artistic modes for engaging learners in critical multicultural investigations

-To develop the capacity to plan and lead an art educational experience as a critical multicultural endeavor informed by course concepts

-To synthesize course knowledge through visual/verbal expression guided by a relevant theoretical framework (e.g., critical race theory, critical pedagogy, critical multiculturalism)

This course is designed to prepare students to formulate an understanding of art/education as a cultural endeavor informed by issues of race, class, gender, and cultural marginalization in both historical and contemporary society.  Course readings and discussions begin more broadly with issues of equity, oppression, and multiculturalism in education before moving into the role of art and art education in relation to these issues. Past versions of multiculturalism are investigated through a critical lens, and current pedagogical, curricular, and artistic approaches are introduced.  

During the course, students pursue critical investigations through readings, discussions, and activities that gradually build their knowledge with the ultimate goal of applying this knowledge through major projects in the latter part of the course. Examples of major course projects include, but are not limited to: requiring students to plan and lead an art educational experience as a critical multicultural endeavor informed by course concepts; and asking students to synthesize course knowledge by writing a scholarly article or developing an arts-based inquiry guided by a relevant theoretical framework. 

Although art education in schools is emphasized, students are encouraged to pursue and expand course content as it applies to their interests in contexts such as community arts, museums, artistic practice, and social/cultural/political activism.