Abstract
Abstract It is heavily argued that art educators should consider the various ways racism, classism, and heterosexism work to shape consciousness and produce identity, as these constructions shape what content is privileged in the art classroom. This examination of power and privilege is what critical multicultural art education calls for. Unfortunately, K-12 art teachers continue to struggle to enact critical multicultural art education curriculum. This paper seeks to identify what personal pedagogical changes I can make to help pre-service and practicing art teachers transfer concepts and practices derived from social justiceoriented teacher education into their art classrooms. I assert that art teachers, practicing and prospective, must first establish positionality and recognize the implications of their position in order to facilitate equitable educational experiences for all their students.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
