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Educational approaches within US art teacher education: The status of ecological and environmental education.

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Title: Educational approaches within US art teacher education: The status of ecological and environmental education.
Authors: Bertling, Joy G.1 jbertlin@utk.edu, Moore, Tara C.1 tara.moore@utk.edu
Source: International Journal of Education through Art. Sep2022, Vol. 18 Issue 3, p359-376. 18p.
Subject Terms: *Art education, *Teacher education, Ecology, Ecological art, Feminists
Abstract: Over the preceding half century, ecological and environmental art pedagogies have been put forth within the field of art education. In this study, we sought to understand their contemporary emphasis in US art teacher education and how that emphasis compares with other educational approaches. Through surveying art teacher educators and pre-service art teachers, we found the emphasis of ecological/environmental art education was the lowest of the educational approaches surveyed. In contrast, multicultural education, visual culture and social justice were some of the highest-ranked approaches. The gap in emphasis, between these approaches and ecological/environmental education, represents an opportunity to draw attention to their shared characteristics. We recommend art teacher education adopt an ecofeminist orientation to facilitate its transition towards intersectionality in pedagogy, so it can effectively prepare pre-service teachers to engage with social, cultural and ecological content and issues through art curriculum and pedagogy. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Educational approaches within US art teacher education: The status of ecological and environmental education.
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  Data: <searchLink fieldCode="AR" term="%22Bertling%2C+Joy+G%2E%22">Bertling, Joy G.</searchLink><relatesTo>1</relatesTo><i> jbertlin@utk.edu</i><br /><searchLink fieldCode="AR" term="%22Moore%2C+Tara+C%2E%22">Moore, Tara C.</searchLink><relatesTo>1</relatesTo><i> tara.moore@utk.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Education+through+Art%22">International Journal of Education through Art</searchLink>. Sep2022, Vol. 18 Issue 3, p359-376. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Art+education%22">Art education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Ecology%22">Ecology</searchLink><br /><searchLink fieldCode="DE" term="%22Ecological+art%22">Ecological art</searchLink><br /><searchLink fieldCode="DE" term="%22Feminists%22">Feminists</searchLink>
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  Label: Abstract
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  Data: Over the preceding half century, ecological and environmental art pedagogies have been put forth within the field of art education. In this study, we sought to understand their contemporary emphasis in US art teacher education and how that emphasis compares with other educational approaches. Through surveying art teacher educators and pre-service art teachers, we found the emphasis of ecological/environmental art education was the lowest of the educational approaches surveyed. In contrast, multicultural education, visual culture and social justice were some of the highest-ranked approaches. The gap in emphasis, between these approaches and ecological/environmental education, represents an opportunity to draw attention to their shared characteristics. We recommend art teacher education adopt an ecofeminist orientation to facilitate its transition towards intersectionality in pedagogy, so it can effectively prepare pre-service teachers to engage with social, cultural and ecological content and issues through art curriculum and pedagogy. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1386/eta_00106_1
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      – Code: eng
        Text: English
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        PageCount: 18
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      – SubjectFull: Art education
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Ecology
        Type: general
      – SubjectFull: Ecological art
        Type: general
      – SubjectFull: Feminists
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              Text: Sep2022
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