Wednesday, April 14th

Understanding How White Supremacy Functions in Academic Settings, In Art School and the Arts

NICK GEHL, ANTONIO SERNA, PJ GUBATINA

During this presentation, Nick Gehl hopes to highlight how whiteness can show up in the art room through areas like grading, feedback, and behavioral expectations of our students.

PJ Gubatina will present Soft Power: Strategies Towards a Queer Decolonised Practice

Antonio Serna's presentation will provide an overview of “Documents of Resistance (DoR),” his ongoing artistic research and pedagogical project. The goal of the project is to highlight important art + activism documents created by and for people of color from the 1960s to the present. The second half of the presentation will focus on a specific DoR case study analyzing the function of art in education liberation via the Third World Liberation Front protest at San Francisco State College and the University of California, Berkeley, 1968-1969.

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Decolonizing the Art History Classroom

AMBER HICKEY AND ANA TUAZON

Educating ourselves and others about history can be part of a larger project to recognize, name, and dismantle colonial thinking and power structures in our lives today. The same holds true for the history of art. We will come together in this open workshop to discuss how we are working towards implementing decolonial strategies in our classrooms, arts practices, and research.

This workshop is meant to be useful for both educators and students. Ana and Amber will share exercises and strategies for introducing decolonial thinking into arts education, including resources for challenging traditional academic structures and hierarchies while doing this work. Participants are asked to help generate ideas that can expand this toolkit of resources, and identify ways in which they could implement these strategies in their own work. The workshop will conclude with a reflection on the importance of these practices, and next steps for future work.

Please note: Participants who RSVP will be provided with a PDF reading accessible here that the organizers recommend completing before the session.

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Decolonizing the Design Classroom

TERRESA MOSES

Inclusive Pedagogy Audit: A discussion on more inclusive policies and practices to create a more justice-centered design classroom.

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Decolonizing the Art Classroom

DR. LORI SANTOS

What does it mean to decolonize the classroom? What values shape a decolonized classroom beyond representation? What are examples and methods that can help instructors get there? This presentation explores how applying cultural relativism and a praxis of anti-racist teaching interrogates critical topics such as trigger words, cultural appropriation, and cultural exceptionalism with the intent of bringing restorative justice in discourses of art. Through an application of inquiry that recognizes all cultures as equally legitimate expressions of human existence and seeks to empower diversity and inclusion, this presentation aims to engage educators in building cross-cultural and anti-racist knowledge and notions for any art classroom.

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Decolonizing the Design Classroom

RAMON TEJADA

PUNCTURING: a resources-based workshop. We will engage in a collaborative process to reDefine the language(s) we use in Art and Design and shifting towards more local perspectives. How do we as designers, teachers, students, and community members think and make with more open and generous ways?

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Decolonizing the Art Classroom

JONI BOYD ACUFF, PhD

Acuff will introduce visual racial literacy as a means for decoding and responding to the visual culture of racism in the art and art education classroom. Further, Acuff will engage participants in dialogue and thinking exercises that move antiracist “intention” to “action.”

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Culturally Responsive Curriculum

DR. LEAH Q. PEOPLES

Exploring a Community-based Evaluation of ELA & STEAM Curricula Using Culturally Responsive-Sustaining Scorecards

Culturally responsive and sustaining education (CRSE) refers to the combination of teaching, pedagogy, curriculum, theories, attitudes, practices, and instructional materials that center students’ culture, identities, and contexts throughout educational systems. Gloria Ladson-Billings, Geneva Gay, D’Jango Paris, and Samy Alim’s scholarship is foundational to culturally responsive education. This workshop will explore key components of CRSE and introduce CR-S Curriculum Scorecards that will help users evaluate the extent to which their curriculum is either culturally destructive or culturally responsive. The Culturally Responsive ELA Curriculum Scorecard and the Culturally Responsive and Sustaining STEAM Curriculum Scorecard were designed as community-based evaluations of K-8 curriculum. These scorecards have been used widely including in high school, community college, and other college settings. Fundamentally, the Scorecards disrupt traditional decision-making (which is often exclusive and inequitable) around curriculum by inviting students, families, and communities members to meaningfully participate in determining the quality of curriculum and curriculum planning.

This workshop focuses exclusively on curriculum, it does not explore how educators use the curriculum in practice. By the end of the workshop, participants will experience an introduction to core characteristics of culturally responsive-sustaining education, understand the importance of CRSE curricula, and learn about a method for analyzing how culturally responsive curricula are. This workshop is appropriate for those who are interested in equitable practices, regardless of experience with CRSE and role (professor, student-teachers, teachers, parents/families, community members, etc).

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