The Palgrave Handbook of Race and the Arts in Education is the first edited volume to examine how race operates in and through the arts in education. Until now, no single source has brought together such an expansive and interdisciplinary collection in exploration of the ways in which music, visual art, theater, dance, and popular culture intertwine with racist ideologies and race-making. Drawing on Critical Race Theory, contributing authors bring an international perspective to questions of racism and anti-racist interventions in the arts in education. The book's introduction provides a guiding framework for understanding the arts as white property in schools, museums, and informal education spaces. Each section is organized thematically around historical, discursive, empirical, and personal dimensions of the arts in education. This handbook is essential reading for students, educators, artists, and researchers across the fields of visual and performing arts education, educational foundations, multicultural education, and curriculum and instruction.
The Palgrave Handbook of Race and the Arts in Education
Description
Table of Contents
Chapter 1. The Arts as White PropertyChapter 2. Histories of Race and Racism in the Arts in Education: Colonialisms, Subjectivities, and Cultural ResistancesChapter 3. White Subjectivities, the Arts, and Power in Colonial Canada: Classical Music as White PropertyChapter 4. Representations of Whiteness in Finnish Visual CultureChapter 5. Margaret Trowell's School of Art: Or How to Keep the Children's Work Really AfricanChapter 6. Competing Narratives: Musical Aptitude, Race, and EquityChapter 7. And Thus We Shall Survive: The Perseverance of the South Side Community Art CenterChapter 8. Counterstorytelling in Concert Dance History Pedagogy: Challenging the White Dancing BodyChapter 9. African Dance as Epistemic Insurrection in Postcolonial Zimbabwean Arts Education CurriculumChapter 10. Discursive Materials of Racism and the Arts in Education: Narratives, Performances, & Material CultureChapter 11. Whitespeak: How Race Works in South African Art Criticism Texts to Maintain the Arts as the Property of WhitenessChapter 12. Race, Whiteness and the National Curriculum in Art: Deconstructing Racialized Pedagogic Legacies in Postcolonial EnglandChapter 13. Toward a Counter-visual Education: Cinema, Race, and the Reorientation of White VisualityChapter 14. Empire Archaeologies: The Symbolic Interaction of Stereotype and New Self-RepresentationChapter 15. Dying of Thirst: Kendrick Lamar and the Call for a "New School" Hip Hop PedagogyChapter 16. This Rock Will Not Be Forgotten: Whiteness and the Politics of Memorial ArtChapter 17. Art Education and Whiteness as StyleChapter 18. Lived Practices of Race and Racism in the Arts: Schools, Communities, and Other Educational SpacesChapter 19. Musicking Marginalization: Periphractic Practices in Music EducationChapter 20. The Politics of Representation: Reconstructing Power and Privilege through ArtChapter 21. Where is the Color in Art Education?Chapter 22. Naming Whiteness in a High School Drama Program: A Youth Participatory Action Research (YPAR), Theatrical Inquiry into WhitenessChapter 23. Navigating "Crooked Rooms": Intersections of Race and Arts ParticipationChapter 24. Children's Westernized Beauty Ideals in China: Notions of Feminine BeautyChapter 25. Un-disciplined Racial Subjects in the Arts in Education: Cultural Institutions, Experiences, and Reflexive InterventionsChapter 26. Decentering Whiteness and Undoing Racism in Art Museum EducationChapter 27. Owners of Dance: How Dance is Controlled and Whitewashed in the Teaching of Dance FormsChapter 28. Investigating Multiracial Identities through Visual Culture: Counternarratives to Traditional Race Discourses in Art EducationChapter 29. A Choral "Magical Hero": A Lived Experience of Conducting Choirs in CanadaChapter 30. Smog in the Air: Passive Positions, Deracialization, and Erasure in Arts EducationChapter 31. The white noise of music education: Unsounding the possessive logic of patriarchal white sovereignty in the Australian curriculumChapter 32. What's Wrong with this Picture? Interrogating Landscapes of Inequity in Art EducationChapter 33. Tendus And Tenancy: Black Dancers and the White Landscape of Dance Education
Author Description
Amelia M. Kraehe is Associate Professor of Art and Visual Culture Education at the University of Arizona, USA
Ruben Gaztambide-Fernandez is Associate Professor of Cultural Production and Curriculum Studies at the Ontario Institute for Studies in Education of the University of Toronto, Canada.
B. Stephen Carpenter, II is Professor of Art Education and African American Studies at The Pennsylvania State University, USA.