Reflections About Expanding the Canon, Antiracist Pedagogy, and Gee's Bend Quilters.
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| Title: | Reflections About Expanding the Canon, Antiracist Pedagogy, and Gee's Bend Quilters. |
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| Authors: | Houghton, Sandra (AUTHOR) shoughton72@gmail.com, Graham, Mark Allen (AUTHOR) mark_graham@byu.edu |
| Source: | Art Education. Nov2025, Vol. 78 Issue 6, p40-46. 7p. |
| Subject Terms: | *Curriculum planning, *Anti-racism education, *Art education, Black artists, Quiltmakers, Critical race theory, Cultural history, Institutional racism |
| Abstract: | This article focuses on a White high school art teacher’s efforts to develop an antiracist curriculum centered on Black artists, particularly African American quilters like Rosie Lee Tompkins and the Gee’s Bend quilters, within a restrictive educational and political environment. The teacher reflects on challenges posed by state legislation limiting discussions of diversity, critical race theory, and systemic racism, while seeking to expand the traditional Western art canon to include Black artistic traditions and contemporary practices. Through collaborative projects inspired by improvisation and cultural history, the curriculum aims to foster student engagement with race, privilege, and identity, despite fears of institutional repercussions. The narrative highlights the transformative potential of Black artists’ work to disrupt dominant cultural narratives and promote empathy, social awareness, and new foundations for art education. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | This article focuses on a White high school art teacher’s efforts to develop an antiracist curriculum centered on Black artists, particularly African American quilters like Rosie Lee Tompkins and the Gee’s Bend quilters, within a restrictive educational and political environment. The teacher reflects on challenges posed by state legislation limiting discussions of diversity, critical race theory, and systemic racism, while seeking to expand the traditional Western art canon to include Black artistic traditions and contemporary practices. Through collaborative projects inspired by improvisation and cultural history, the curriculum aims to foster student engagement with race, privilege, and identity, despite fears of institutional repercussions. The narrative highlights the transformative potential of Black artists’ work to disrupt dominant cultural narratives and promote empathy, social awareness, and new foundations for art education. [Extracted from the article] |
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| ISSN: | 00043125 |
| DOI: | 10.1080/00043125.2025.2571372 |
