It is heavily argued that art educators should consider the various ways racism, classism, and heterosexism work to shape consciousness and produce identity, as these constructions shape what content is privileged in the art classroom. This examination of power and privilege is what critical multicultural art education calls for. Unfortunately, K-12 art teachers continue to struggle to enact critical multicultural art education curriculum. This paper seeks to identify what personal pedagogical changes I can make to help pre-service and practicing art teachers transfer concepts and practices derived from social justiceoriented teacher education into their art classrooms. I assert that art teachers, practicing and prospective, must first establish positionality and recognize the implications of their position in order to facilitate equitable educational experiences for all their students.

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