This was a qualitative study involving two public, high school, single-subject art credentialed educators within Los Angeles County school districts. The purpose of this study was to observe and interview art educators with the goal of gathering data to discover what a culturally competent educator and their curricula looks like, how art educators provide instruction to culturally diverse students, and how are art educators apply a culturally responsive pedagogy while still satisfying educational policies. Data from semi-structured interviews, in-class observations of the educators’ pedagogical practices and the collection of available lesson plans (and syllabi) were analyzed in an attempt to gain clarity on a relatively obscure subject due to an excessive inclination toward teacher-centered directions. Most importantly, students of diverse backgrounds, who are generally marginalized, are the very students who require flexibility from their teachers’ instruction styles in order to flourish as successful, multifaceted members of society.
There were several outcomes to this research, but one main one pointed toward the necessity of employing a critical pedagogy approach into a student-centered classroom. The need to move past a simple acknowledgment of “multiculturalism” and to instead favor a curriculum that fosters student critical consciousness amongst other key elements is ideal for supporting diverse classes. In addition, this data delivered perspectives on art educators’ own needs that involve expanding their cultural competency.
|Commitee:||Trimble, Brian, Osuna, Steven|
|School:||California State University, Long Beach|
|Department:||Art, School of|
|School Location:||United States -- California|
|Source:||MAI 81/8(E), Masters Abstracts International|
|Subjects:||Art education, Educational sociology, Sociology|
|Keywords:||Critical pedagogy, Cultural competency, Culturally responsive pedagogy, Hegemony, Student-centered, Teacher-centered|
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