{"title":"A constellation of (artistic) voices: Assembling historically provocative artwork and (e)merging racial perceptions","authors":"Bretton A. Varga, Vonzell Agosto","doi":"10.1080/15505170.2021.2004956","DOIUrl":null,"url":null,"abstract":"Abstract This paper reports on the use of historically provocative artwork (i.e., artwork that challenges master narratives of history) created by Titus Kaphar and graduate students learning about leading with a socio-political consciousness about racism. The authors provided 17 students a series of prompts, based on Critical Race Theory (CRT) and critical art analysis, to instigate reflection, dialogue, and artistry in response to a painting by Kaphar. The authors organized participant-generated artwork into assemblages and crafted accompanying narratives which illustrated the inter/intra-changes among the components of the process and expressions: (1) compositionality, (2) aesthetics, (3) temporality, (4) historical injustice/oppressiveness, (5) manifestations of power. Thus, participants’ artwork exposed how engaging with historically provocative can heighten socio-political complexities relating to the consciousness of race/ism and white(ness) supremacy.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"142 - 159"},"PeriodicalIF":0.0000,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Curriculum and Pedagogy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/15505170.2021.2004956","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 1
Abstract
Abstract This paper reports on the use of historically provocative artwork (i.e., artwork that challenges master narratives of history) created by Titus Kaphar and graduate students learning about leading with a socio-political consciousness about racism. The authors provided 17 students a series of prompts, based on Critical Race Theory (CRT) and critical art analysis, to instigate reflection, dialogue, and artistry in response to a painting by Kaphar. The authors organized participant-generated artwork into assemblages and crafted accompanying narratives which illustrated the inter/intra-changes among the components of the process and expressions: (1) compositionality, (2) aesthetics, (3) temporality, (4) historical injustice/oppressiveness, (5) manifestations of power. Thus, participants’ artwork exposed how engaging with historically provocative can heighten socio-political complexities relating to the consciousness of race/ism and white(ness) supremacy.
期刊介绍:
The Journal of Curriculum and Pedagogy is dedicated to the study of curriculum theory, educational inquiry, and pedagogical praxis. This leading international journal brings together scholars from a variety of disciplines to explore and critically examine diverse perspective on educational phenomena, from schools and cultural institutions to sites and concerns beyond institutional boundaries. The journal publishes articles that explore historical, philosophical, gendered, queer, racial, ethnic, indigenous, postcolonial, linguistic, autobiographical, aesthetic, theological, and/or international curriculum concerns and issues. The Journal of Curriculum and Pedagogy aims to promote emergent scholarship that critiques and extends curriculum questions and education foundations that have relation to practice by embracing a plurality of critical, decolonizing education sciences that inform local struggles in universities, schools, classroom, and communities. This journal provides a platform for critical scholarship that will counter-narrate Eurocratic, whitened, instrumentalized, mainstream education. Submissions should be no more than 9,000 words (excluding references) and should be submitted in APA 6th edition format.