Abstract

This paper examines the intersection of education, social movements, and art pedagogy in response to restrictive policies in states like Florida, which limit teaching on social justice and civic engagement. Drawing on the legacy of civil rights activist and educator Septima Clark, the authors propose "micro-movements" as small yet impactful curricular strategies to sustain critical thinking, civic participation, and creative citizenship. Through case studies in local schools, including projects on community-based art and historical inquiry, the paper highlights how educators can creatively navigate legislative constraints. The authors argue that by fostering place-based, student-driven curricula that references social movements, teachers can inspire incremental changes that uphold democratic values, encouraging students to engage critically with their communities and histories. These micro-movements represent a form of resistance, empowering educators and students to advocate for social awareness and transformation through pedagogy and the arts.

Keywords: Social movements, Civic engagement, Art education, Micro-movements, Social movement pedagogy, Septima Clark, Curriculum transformation

How to Cite:

Fendler, R. & Scott Shields, S., (2025) “Curricularizing social movements: Intersecting art, pedagogy, and social change”, Journal of Cultural Research in Art Education 42(1), 11-28. doi: https://doi.org/10.2458/jcrae.7519