Dismantling a Master Narrative:Using Culturally Responsive Pedagogy to Teach the History of Art Education

Acuff, Joni Boyd; Hirak, Brent; Nangah, Mary Mbongo

doi:10.1080/00043125.2012.11519186

Cited by 44 publications

(22 citation statements)

References 4 publications

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“…We recognized that centering digital fabrication processes as the locus of critical and creative attention to some extent decentered the cultural contexts of digital fabrication as loci of critical attention. In the mods, we aimed for the curriculum to acknowledge that the often assumed-neutral cultural referents in both art and STEM education are neither neutral nor universal, but largely rooted in dominant disciplinary histories centered around White and European cultures and male cultural producers (Acuff et al, 2012;Martin et al, 2018). Ladson-Billings's (1992, 1995 work on culturallyresponsive pedagogy critically addresses the implicit cultural norms imposed upon students by curricula and aims for educators to affirm and respond to the varied cultural referents students bring into the place of learning.…”

Section: Connecting Across Disciplines Through Culturally Responsive Teachingmentioning

confidence: 99%

“…In this section, we will discuss applications and theorizations of culturally-responsive pedagogy in art and STEM education, and how our conceptualization of the Material to Form mods attempted to address the issues surfaced in each discipline. Acuff et al (2012) noted how, in culturally-responsive art education, critical curation of the canon of thinkers and artists included in curriculum is necessary to avoid perpetuating received (often white-male-centered) histories of art. In the shift toward centering big ideas in the mods, we were afforded a wider array of potential exemplary artists to draw from, facilitating a critical and considered curation of exemplars.…”

Section: Connecting Across Disciplines Through Culturally Responsive Teachingmentioning

confidence: 99%

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Uncertain Matters: Material to Form Curricula for Digital Design and Fabrication

Knochel

Meeken

2022

European Journal of STEM Education

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We review the development of a mobile makerspace platform focused on digital fabrication in particular additive manufacturing (AM) or what is more commonly referred to as 3D printing. We engage in a reflexive analysis of our curriculum development as a part of the iterative process of this design-based research project. We review the component parts of our Material to Form curriculum, reflecting on the events of the makerspace platform as they symbiotically informed and catalyzed the iterative development of the curricular component. Our analysis is focused on thematic curricular ideas stemming from the uncertain material and disciplinary possibilities of digital fabrication. Our reflexive method draws from our own identity as arts education researchers working within STEAM frameworks to analyze researcher-participant knowledge of the mobile makerspace events. We also draw upon a mixed method dataset that offers insight into participant engagement to better understand iterative development of curriculum. In our analysis of this curriculum development, we highlight both implications for engaging interdisciplinarity and connecting across disciplines through culturally responsive teaching. The outcome is a unit of curriculum for using digital fabrication in classrooms that offers theoretical and practical considerations concerning design thinking and digital fabrication for STEAM practitioners.

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Section: Connecting Across Disciplines Through Culturally Responsive Teachingmentioning

confidence: 99%

Section: Connecting Across Disciplines Through Culturally Responsive Teachingmentioning

confidence: 99%

Uncertain Matters: Material to Form Curricula for Digital Design and Fabrication

Knochel

Meeken

2022

European Journal of STEM Education

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“…(Buffington, 2019), that reinforce a white supremist ideology. Such an ideology, if left in place and unchecked, proliferates white-centric narratives dismissive of or failing to recognize different accounts other than white hegemonic storying (Acuff, 2019;Acuff et al, 2012) -the ones that have always been there. My play examines whiteness and white spaces supported by a CRT lens, focusing on the CRT tenets of property and its valuation, the intersections of race/class/gender, images and stereotypes, and the visibility/invisibility of color.…”

Section: Critical Race Theory As a Frameworkmentioning

confidence: 99%

A White Palette Gathering

McGarry

2021

Art/Research International

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Storytelling, a tenet of Critical Race Theory, offers a distinct approach for researchers engaging in narrative inquiry. This article models a fiction as research approach for creating a literature synthesis as a pedagogical strategy for teacher educators and pre-service teachers. The white palette refers to a painting palette, a blank slate or canvas, often considered neutral ground. Whiteness, however, is not neutral and this one-act conversation centers on examining whiteness as it impacts my role as a white teacher educator. The production, players, and script developed out of salient literature inclusive of Critical Race Theory, Art Education, and Critical Whiteness Studies. I am both author and a participant in this story. In this capacity, I disclose the impacts of the literature on my white teacher educator identity and reveal how I created arts-based data artifacts to evidence the overall story.

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“…According to Acuff, Hirak, and Nangah (2012), master narratives are scripts that rely on specific mythologies and ideological creeds to maintain "a sanitized version of history" (p. 5). Moyers (1990) asserts that this type of narrative is "imposed by the people in authority on everybody else" (para.…”

Section: Master Narrativesmentioning

confidence: 99%

We Built this Joint for Free: Counter-stories of Black American Contributions to Higher Education

White

Wilson

2019

JSPTE

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Aim/Purpose: Black contributions to higher education are frequently marginalized by some of the field’s most commonly cited historians. The purpose of this conceptual paper is threefold: to demarginalize the role of Black Americans within the higher education history narrative; to demonstrate the need to reconsider the course reading selections used to facilitate learning in this area; and, to emphasize the importance of higher education history as vehicle for understanding current issues across the postsecondary landscape. Background: Sanitized historical accounts often shape Higher Education and Student Affairs students’ learning of the history of American higher education. This is important due to the role historical knowledge plays in understanding current issues across the postsecondary landscape. Methodology: This conceptual paper juxtaposes commonly used higher education history texts against works that center Black higher education history. Elements of Critical Race Theory (CRT) frame this paper and serve as an analytic tool to disrupt master narratives from seminal history of higher education sources. Contribution: This paper contributes to literature on the history of higher education and offers considerations for the implications of course reading selections. Findings: We found that countering the master narratives shows how our contemporary experience has been shaped by colonial processes and how the historical role of Black Americans in higher education is often minimized. Recommendations for Practitioners: Citing how higher education and student affairs instructors’ choices around scholarship have implications for classroom learning and for the future of research and practice, this work recommends diversifying history of higher education course reading selections to help students gain better understanding of the historical impact of white supremacy, systemic oppression, and racism on postsecondary education. Future Research: Further research is needed to understand the impact of course reading selections on HESA student learning and empirically identify frequencies of text usage in history of higher education classrooms

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Dismantling a Master Narrative:Using Culturally Responsive Pedagogy to Teach the History of Art Education

Cited by 44 publications

References 4 publications

Uncertain Matters: Material to Form Curricula for Digital Design and Fabrication

Uncertain Matters: Material to Form Curricula for Digital Design and Fabrication

A White Palette Gathering

We Built this Joint for Free: Counter-stories of Black American Contributions to Higher Education

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