Resources for Teaching DEI: Art/Art Education

his book is a collection of articles that reflect on various connectivities between art and social justice and media which are pertinent to studying contemporary societies. How different forms of media and art, in the broadest possible meaning of these terms, reflect on, relate to, and campaign for social justice is an important topic to consider as artists, academics and activists.

To expand the possibilities of "doing arts thinking" from a non-Eurocentric view, Artistic Mentoring as a Decolonizing Methodology: A Collaborative Painting Ethnography with Maya Artists Pedro Rafael Gonz lez Chavajay and Paula Nicho Cumez is grounded in Indigenous perspectives on arts practice, arts research, and art education. Mentored in painting for eighteen years by two Guatemalan Maya artists, Kryssi Staikidis, a North American painter and art education professor, uses both Indigenous and decolonizing methodologies, which involve respectful collaboration, and continuously reexamines her positions as student, artist, and ethnographer searching to redefine and transform the roles of the artist as mentor, historian/activist, ethnographer, and teacher.

Colonized through Art explores how American Indian schools taught children to abandon their cultural heritage and produce artificially "Native" crafts that were exhibited at local and international fairs. The purchase of these crafts by the general public turned students' work into commodities and schools into factories.

Editors Manifold, Willis, and Zimmerman have created Culturally Sensitive Art Education in a Global World: A Handbook for Teachers as a source of useful models for teaching art to students from diverse populations in a culturally sensitive way.

Social Justice Art seeks to give common language to educators and others who are looking to expand and refine their practices in an emerging field, whether they work in art education, social justice programming, or youth development.

They were named the “throwaways.” Children with learning differences engaged in artmaking as sensemaking to promote issues of social justice in K-12 schools. For the first time, children with learning differences, teachers, staff, and school leaders come together and share how they understand the role artmaking as sensemaking plays in empowering disenfranchised populations.