Date of Graduation
5-2025
Document Type
Thesis
Degree Name
Master of Arts in Art Education (MA)
Degree Level
Graduate
Department
Art
Advisor/Mentor
Camacho Valencia, Paulina
Committee Member
Brown, Kathy J.
Second Committee Member
Salas, Alexis
Keywords
Art Education; Early Childhood
Abstract
Through self-exploration, reflexive dialogue, and literature review I look to the grey areas, contradictions, and margins of hegemonic educational practices. I highlight the ways in which the standard of education is structured in opposition to how children seek to understand and make sense of the world. In my analysis of early childhood settings and art education under the umbrella of the U.S. education system, I approach historical antecedents involving colonialism and systemic injustice. Within the field of art education, I specifically look at the artistic and imaginative ways that children resist societal norms in early childhood education. As such, I am guided by the following set of questions: What happens in the earliest educational experiences that informs how the child views and understands themselves in relation to the world around them? What affects do childcare settings have on the child’s understanding of identity formation, art/making, or on their visions of social justice/equity? What systemic, structural, societal models effect such affects? My interaction with these questions is written in tandem with reflexive discourse analysis and my own discovery of my place in research and scholarship. Through this thesis I aim to promote similar heuristic processes amongst caretakers, educators, and academics.
Citation
Galaz, K. (2025). Adult Effects and Affects: Dialogic Reflections and Theoretical Analysis of Systemic Led Education, Early Childhood Education, and Art Education. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/5782
