Sounds of Silence: Race and Emergent Counter-Narratives of Art Teacher Identity

Research output: Contribution to journalArticlepeer-review

17 Scopus citations

Abstract

This article presents case studies of two Black preservice art teachers and their racialized experiences in art teacher education. Drawing from a critical race theory perspective, their stories are conceptualized as emergent counternarratives of becoming an art teacher. The case studies are based on interviews from an ethnographic investigation of teacher identity at a predominantly White university’s art education program. The counter-narratives that emerged chronicle racial microaggressions that participants negotiated as each fashioned an art teacher identity. At a systemic level, the testimonies shed light on the invidious effects of race avoidance in art teacher preparation and art teacher research. The conclusion discusses future directions and implications for making art teacher education programs more inclusive and safe for students of color, while also supporting greater race consciousness among all teachers.

Original languageEnglish (US)
Pages (from-to)199-213
Number of pages15
JournalStudies in Art Education
Volume56
Issue number3
DOIs
StatePublished - Apr 1 2015
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Visual Arts and Performing Arts

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