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TOOLKIT FOR CRITICAL MULTICULTURAL EDUCATION

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This site is a pedagogical toolkit of resources surrounding themes and strategies for implementing critical multicultural, anti-racist education. As an aspiring arts educator outside of the traditional classroom, I hope to use these resources when creating programs and curriculum in museums and community arts settings, and to be well-equipped to collaborate with the diverse perspectives and lived-experiences of my students. I hope to enable students to look critically at the world, discern their own position within our socially constructed, hegemonic system, and unveil the inequalities that people face on an interpersonal and institutional level. Through this exploration, I want to empower students to make connections and share their own stories in the hopes of building a more equitable future.

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Many of the resources found in this toolkit have been collected from presentations, projects, class discussions, and a collective Padlet from two courses at NYU: Race, Education, and the Politics of Visual Representation and Critical Pedagogy, Artists, and the Public Sphere. This collection of resources has been categorized into five different categories: Artists & Artworks, Race, Gender & Sexuality, Museum Education & Representation , and Academic books and articles. Each section consists of artworks, articles, artists, videos, photographs, academic papers, projects, and quotes, many of which overlap between different categories in order to promote an intersectional approach to practice. Artists & Artworks primarily consists of contemporary artists, as they are actively working with culturally and contextually relevant themes of identity, race, gender, globalism, and representation. Although they undoubtedly include artists and different academic writings, I have separated out Race and Gender & Sexuality into independent categories as I would like to explore these concepts in institutional settings. Race consists of resources deconstructing race and racism, as well as resources discussing the concept of whiteness. Gender & Sexuality includes topics of gender, sexuality, the construction of gender, and LGBTQ+ subjects. The Museum Education & Representation section includes projects, events, and curriculum that I am inspired by, as well as relevant issues of representation in the museum field. Finally, the Academic category consists of theories, articles, and books that I have found helpful and enlightening, and would like to be able to reference in my future work.  

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This toolkit is by no means static! It is meant to be an ever-changing and evolving toolkit that will continue to grow as I come across more resources and inspiration for being an anti-racist educator.

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E(Raced) Bodies In and Out of Sight/Cite/Site




Abstract

In the social sphere there are numerous unmarked and unexamined categories. Heterosexuality, maleness, and middle classness are some of the apparent ones. However, Whiteness is perhaps the foremost unmarked and thus unexamined category in art education. And like other unmarked categories, White is assumed to be the human norm. Moreover, when Whiteness goes unexamined, racial privilege associated with Whiteness goes unacknowledged. In this article, I use the metaphor of sight or vision to examine race through a framework of bodies. My focus is, specifically, on the preparation of the authoritative White body of the art teacher to teach in classrooms consisting primarily of Black bodies, and other bodies of color. I use the Helms Model of White Racial Identity Development to outline both a theoretical and practical structure for critically examining White privilege. Additionally, I center the discussion on helping White preservice and practicing teachers acknowledge their "cultural eye" with the goal being to design a culturally responsive curriculum that vigorously challenges perspectives of Whiteness that result in inequities and injustices in personal, pedagogical, and political educational practice.

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"As education professionals, we must challenge the various forms of silence, ignorance, and resistance (in/visible in our discipline) that maintain, and perpetuate status quo notions of White/ness as normal. Therefore, it is important for Whites to interrogate White/ness and make visible that which is invisible to many Whites but glaring to people of color." p.329



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