A groundswell of interest has led to significant advances in understanding and using Culturally Responsive Arts Education to promote social justice and education. This landmark volume provides a theoretical orientation to these endeavors. Examining a range of efforts across different forms of art, various educational settings, and diverse contexts, it foregrounds the assets of imagination, creativity, resilience, critique and cultural knowledge, working against prevailing understandings of marginalized groups as having deficits of knowledge, skills, or culture. Emphasizing the arts as a way to make something possible, it explores and illustrates the elements of social justice arts education as "a way out of no way" imposed by dominance and ideology. A set of powerful demonstrations shows how this work looks in action. Introductions to the book as a whole and to each section focus on how to use the chapters pedagogically. The conclusion pulls back the chapters into theoretical and pedagogical context and suggests what needs done to be done practically, empirically, and theoretically, for the field to continue to develop.
Table of Contents
Introduction: Culturally Relevant Arts Education for Social Justice
Mary Stone Hanley
Section I: Models of the Arts as Social Justice
1 Storytelling for Social Justice: Creating Arts-Based Counter-Stories to Resist Racism
2 Theater as Ritual for Healing and Social Change
3 Scratching the Imagination: Siglo XXIII and the AHA-AJA Museum for Planetary and Global Citizenship
4 Documentary Theatre in Education: Empathy Building as a Tool for Social Change
5 What the Music Said: Hip Hop as a Transformative Educational Tool
6 The Arts and Juvenile Justice Education: Unlocking the Light through Youth Arts and Teacher Development
7 Pushing Against the Water: Artists and Sense of Place Museum Residency Program in New Orleans
8 Picturing Equity in City Schools: Using Photography to See What Justice Means to Urban High School Students
9 Editing Lives: The Justice of Recognition through Documentary Film Production
10 Tackling Homophobia and Heterosexual Privilege in the Media Arts Classroom: A Teacher’s Account
11 Exploring Arts-Based Inquiry for Social Justice in Graduate Education
12 Narrowing in on the Answers: Dissecting Social Justice Art Education
13 From the Plantation to the Margin: Artful Teaching and the Sociological Imagination
14 The Beauty Parlour Within Me
15 African American Children, Arts of Africa and the Diaspora, and the Right to Freedom of Thought
16 Closure: A Critical Look at the Foreclosure Crisis in Words and Images
17 The Studio: an Environment for the Development of Social Justice in Teaching and Learning
18 Embody the Dance, Embrace the Body
Closing Gilda Sheppard
About the Authors
Mary Stone Hanley is Assistant Professor in Initiatives for Transformative Education, George Mason University.
George W. Noblit is the Joseph R. Neikirk Distinguished Professor of Sociology of Education at the University of North Carolina at Chapel Hill.
Tom Barone is Professor at Mary Lou Fulton Institute and Graduate School of Education, Arizona State University.
Gilda L. Sheppard is Professor of Sociology at Washington State’s The Evergreen State College and Adjunct Faculty member at Antioch University Seattle Teacher Education Program.
"The visual arts, theater, music, photography, dance, and film are all presented by the contributors, who are professionals presenting the aesthetic, conceptual, and practical traditions of social realities. It is vitally important for arts teachers to read the many articles contained here and to realize the importance of their various constituencies. Summing up: Recommended." - G.A. Clark, emeritus, Indiana University, in CHOICE, January 2014