Date of Graduation

8-2024

Document Type

Thesis

Degree Name

Master of Arts in Art Education (MA)

Degree Level

Graduate

Department

Art

Advisor/Mentor

Brown, Kathy

Committee Member

LaPorte, Angela

Second Committee Member

Schulte, Christopher

Keywords

Self-reflection; Culturally Sustaining Teaching; Cultural responsiveness; Art education

Abstract

Abstract This self-study explores the convergence of Culturally Sustaining Teaching within the realm of art education, focusing on the author’s journey as a white, middle-aged, cisgender, southern American woman teaching art in a parochial school environment. The study investigates the dynamics between cultural responsiveness and the acknowledgement of material agency in art classrooms. By integrating principles of culturally sustaining teaching into the art curriculum, the author aims to honor students’ cultural backgrounds while fostering critical consciousness and earthly sustainability awareness. The research questions delve into the connections between culturally sustaining teaching and how the author’s personal identity impacts choice in artifact creations and how to facilitate a deeper understanding of personal agency among students. Through reflective practice and engagement with difficult knowledge, the author confronts biases and seeks to transform pedagogical approaches to create more inclusive and empowering learning environments. The study unfolds as a personal narrative, situated within the author’s classroom, aiming to enhance student engagement, interest, and the quality of their artistic experience. Ultimately, this research strives to contribute to the evolution of art education paradigms, advocating for culturally sustaining and materially sustainable practices that resonate with students’ lived experiences and foster a sense of community, care and love within the classroom.

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