Abstract
In this paper, the author discusses legacies of white supremacy in the United States of America and the effects on art education. Through personal reflection and resourcing the ongoing work to right the misinformation acquired through inherently white-privileged educational experiences, the author suggests the possibility of actively anti-racist arts pedagogies and pedagogies of justice in the arts.
Keywords: Culturally sustaining pedagogies, anti-racist arts pedagogy, equity and justice
How to Cite:
Wolfgang, C., (2019) “The White Supremacy of Art Education in the United States: My Complicity and Path Toward Reparation Pedagogy”, Journal of Cultural Research in Art Education 36(1), 14-28. doi: https://doi.org/10.2458/jcrae.4938
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