Diversity

 Diversity has not always been prevalent in education, let alone art education.  The course readings on diversity have made it apparent the overwhelming trend when it comes to inclusion of diversity, is that as time goes on diversity has become more and more accepted, expected, and even celebrated.  The culturally responsive teaching that is happening is allowing this diversity to grow in unprecedented ways.  Teachers are using sustainable teaching practices that take culture into account, therefore account for diversity.  This teaching and learning takes into account how perspectives differ from culture to culture and how that difference impacts how we see ourselves. 


When thinking about teaching multiple perspectives, it becomes apparent to think about the entanglement of moral/ethical and cultural values. This brings to mind one of my colleagues who told me about a time she taught a third grade social studies lesson on the meaning and importance of culture.  During this lesson, a student shared how each year their family sacrifices a lamb to bring good luck and honor to the family for the following year.  She shared that many other students gasped and made comments about how gross and cruel that was.  This is exactly where moral/ethical and cultural values intersect.  As a teacher, she felt like it was wrong to kill and animal for sacrifice, but felt like she would invalidate that student’s culture if she commented on it being inhumane.  When it comes to moments like these, it is important to teach how perspective is norm based.  It is with this culturally responsive teaching that progress in terms of diversity is made.  


In “Killing Us Softly 4”, the author makes the point that feminism looks different for people with differing perspectives but it still exists for them.  While feminism obviously still has a definition, it can be seen in varieties.  The guide pointed out that patterning in ads has gotten worse overtime, which actually contradicts diversity trends in general.  The fact that images in these ads are becoming more of a part of our subconscious than conscious thoughts is troubling.  Some do not feel like they are being influenced at all.  “They (ads) tell us who we are and who we should be.” (p.5).  With all that in existence, “How to Deconstruct a Video Advertisement” definitely has purpose.  We’re living in a climate where girls are sexualized to the maximum extent - to the point where we need to teach teenage girls how to deal and cope with this being a part of society, and their everyday reality. However, the acknowledgement of this problem and an attempt to address it is the first step to healing and problem solving.  Judy Chicago is part of this movement of change with “The Dinner Party”.  “The Dinner Party” educates people about women’s role and history and all of their achievements.  Again, this acknowledgment allows diversity to grow and change as cultures and perspectives do respectively.  It is my hope that as culture continues to evolve, that culturally responsive practices continue with it.


Comments

Post a Comment

Popular posts from this blog

Public Pedagogy of Everyday Objects

Image
My home is my nest. It is a space I have carefully constructed to feel secure, to feel protected. Each pillow, lamp, and chair carefully selected to create comfort. The colors and scents reflective of the image I present to the world. My nest is my space, when I enter it I feel a return to the familiar. The familiar is one in which I have constructed. After viewing  Pepón Osorio’s sculptures, I made a connection between the art in which he has intentionally and purposefully created and the narrative constructed often unintentionally in one's home. In contrast, Do Ho Suh brings forward the theme of home being a relative concept. Something not necessarily physically, but more of a spirit or embodiment of home that can be fluid or transfered. I connected with this as my home or feeling of home is often just a reflection of my sense of self. My sense of self can be transported to the cafe in which I drink my Sunday coffee or the yoga studio in which I teach my Tuesday night class. Most...
Read more

Exploration 5- Data Visualization Analysis

Image
  Exploration 5 - Data Visualization Analysis For my visual data analysis I wanted to take note of what is present in my students’ creations - what is present for them and how they chose to explore identity will be my next inquiry. To do this, with a central focus for my action-research thinking, I planned a three-day long collaboration with the music teacher.  We went about looking into how and why artists participate in portraiture, a cause creation, and finally the making of an identity map.  Through all of this, it was interesting to take note of what students chose to include (or exclude) from their creations.  DATA: There was a total of 27 students who participated in person (remote students kept their artwork).  Stand-out stats:  Hair - 20 out of 27 students included their hair in their self-portrait. Career/Interest - 15 out of 27 students mentioned a career they want to pursue or an interest/hobby that comes across blatantly in their self-portrait....
Read more

Exploration 3- Narrative Inquiry

Image
  The above illustration depicts the doodles collected in my sketch book after a week of reflecting upon identity. After explorations 1 & 2, the theme I kept finding myself returning to was the idea of identity and how who I am and who I perceive myself to be shapes who I am as an educator. This led me to ponder how the identity of my students influences who they are as learners and how they make meaning out of what they are learning. 
Read more