Augusta Savage: Sacrifice, Social Responsibility, and Early African American Art Education

Bey, Sharif

doi:10.1080/00393541.2017.1292383

Cited by 6 publications

(2 citation statements)

References 3 publications

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“…While there has been a rise of Black art education narratives (see Bey, 2011Bey, , 2017Hardy, 2017Hardy, , 2018Holt, 2018;Peete, 2020), outside of Lawton (2017), few have yet to identify particular theoretical lenses they used to unearth these narratives.…”

Section: Theoretical Positionalitymentioning

confidence: 99%

Using Positionality and Theory in Historical Research: A Personal Journey

Hardy

2021

Journal of Cultural Research in Art Education

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As histories within art education expand to cover topics outside of the majoritarian narrative, historians need to take into consideration the ways in which their positionality influences their relationship with their historical subjects. This paper is a meditation on the experience of a White female researcher studying the life of Margaret Burroughs, a Black art education and institution-builder from Chicago. By focusing on positionality in both theoretical positionality and researcher positionality, a case is built for historians to interrogate the relationship between researcher and subject, even when living participants are not involved in the study.

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Section: Theoretical Positionalitymentioning

confidence: 99%

Using Positionality and Theory in Historical Research: A Personal Journey

Hardy

2021

Journal of Cultural Research in Art Education

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“…Throughout other books related to the history of art education, I have not been able to locate significant bodies of information related to arts education in segregated schools or the efforts of art education leaders of color. While there are chapters or articles about individual art educators of color including Hale Woodruff and Aaron Douglas (Bey, 2012), Augusta Savage (Bey, 2017), Mary Godfrey (Holt, 2017), Frances Euphemia Thompson (Stankiewicz, 2013), and many others, these do not create a comprehensive history in the same way that the Efland text does. Further, as this information is published in separate journals or books, it is easy for a person to come across one of these sources, but not nearly as easy to come across all of these sources.…”

Section: Narratives Of Whitenessmentioning

confidence: 99%

Whiteness is

Buffington

2019

Journal of Cultural Research in Art Education

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This paper addresses how Whiteness circulates in various forms in the past, present, and future of art education. Through a literature review, document analysis and narrative interpretation, I show myriad ways that Whiteness circulates in art education in an usually unchecked fashion. This unexamined centering of Whiteness harms all of our students, particularly pre-service teachers who will enter diverse settings without a deep and nuanced understanding of race. Through adopting some principles of critical race methodology and augmenting the existing resources in art education, we may be able to start breaking down the specific systems of structural racism within Art Education.

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Time After Whiteness: Performative Pedagogy and Temporal Subjectivities in Art Education

Denmead

2021

Studies in Art Education

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Augusta Savage: Sacrifice, Social Responsibility, and Early African American Art Education

Cited by 6 publications

References 3 publications

Using Positionality and Theory in Historical Research: A Personal Journey

Using Positionality and Theory in Historical Research: A Personal Journey

Whiteness is

Time After Whiteness: Performative Pedagogy and Temporal Subjectivities in Art Education

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