Pedagogies of Care and Justice: African American High School Art Teachers during the Civil Rights Era in the Segregated South
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| Title: | Pedagogies of Care and Justice: African American High School Art Teachers during the Civil Rights Era in the Segregated South |
|---|---|
| Language: | English |
| Authors: | Kwon, Hyunji |
| Source: | Studies in Art Education: A Journal of Issues and Research in Art Education. 2022 63(3):256-274. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Caring, Social Justice, African American Teachers, High School Teachers, Art Teachers, Educational History, Civil Rights, School Segregation, Equal Education, Art Education, Student Attitudes, Teacher Attitudes |
| Geographic Terms: | South Carolina |
| DOI: | 10.1080/00393541.2022.2080998 |
| ISSN: | 0039-3541 2325-8039 |
| Abstract: | This study examines the art pedagogies at Southern African American high schools during the civil rights era (1955-1969). I examine three segregated high schools located in South Carolina as a lens to highlight art pedagogies that were practiced; I expose counterstories by three former students, a student teacher, and the wife of an art teacher; I support my findings by reviewing archival data; and I illustrate how several caring African American Art Educators contributed to the agency of African American Students to achieve racial equality and justice. By locating these counterstories alongside an African American care-and-justice framework developed by Siddle Walker and Snarey, I discuss how exemplary art teachers' pedagogical practices actualize and expand care and racial equality. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1366111 |
| Database: | ERIC |
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| Abstract: | This study examines the art pedagogies at Southern African American high schools during the civil rights era (1955-1969). I examine three segregated high schools located in South Carolina as a lens to highlight art pedagogies that were practiced; I expose counterstories by three former students, a student teacher, and the wife of an art teacher; I support my findings by reviewing archival data; and I illustrate how several caring African American Art Educators contributed to the agency of African American Students to achieve racial equality and justice. By locating these counterstories alongside an African American care-and-justice framework developed by Siddle Walker and Snarey, I discuss how exemplary art teachers' pedagogical practices actualize and expand care and racial equality. |
|---|---|
| ISSN: | 0039-3541 2325-8039 |
| DOI: | 10.1080/00393541.2022.2080998 |
